Scheme Of work form 4 for malaysian secondary school

KURIKULUM STANDARD SEKOLAH MENENGAH
English Language
Scheme of Work
Secondary Form 4

Secondary Form 4
Scheme of Work

Secondary Form 4 Scheme of Work 3
Contents
Content Overview........................................................................................................................................................................................................................................4
1. Content and organisation of the Form 4 Scheme of Work .............................................................................................................................................................6
2. Scheme of Work Template: Supporting Information......................................................................................................................................................................9
3. Differentiation strategies for Secondary pupils ............................................................................................................................................................................13
4. Glossary of terms in Form 4...........................................................................................................................................................................................................19
5. Scheme of Work: Lessons 1 – 112.................................................................................................................................................................................................27
Unit 1 .....................................................................................................................................................................................................................................................27
Unit 2 .....................................................................................................................................................................................................................................................40
Unit 3 .....................................................................................................................................................................................................................................................53
Unit 4 .....................................................................................................................................................................................................................................................66
Unit 5 .....................................................................................................................................................................................................................................................81
Unit 6 .....................................................................................................................................................................................................................................................94
Unit 7 ...................................................................................................................................................................................................................................................107
Unit 8 ...................................................................................................................................................................................................................................................121
6. Appendix 1: Learning Standards mapping...................................................................................................................................................................................138

Secondary Form 4 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.
The Scheme of Work is divided into sections which provide the following information and content:
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 in their planning to help meet the
needs of the pupils in their class.
4. Glossary of terms in the Form 4 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.

7. Appendix 1: Learning Standards mapping
This section consists of a table which lists all 112 lessons in the Scheme of Work and their Learning Standards. The mapping table enables teachers to
see the coverage of the Learning Standards at a glance.

1. Content and organisation of the Form 4 Scheme of Work
What is the Secondary Form 4 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of every lesson in Form 4, including the Content and Learning Standards which must be covered
within each lesson. The Scheme of Work will assist teachers in their daily, weekly and long-term planning of lessons.
What does the Secondary Form 4 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 112.
The Scheme of Work consists of the following two types of lesson:
A. Textbook-Based Lessons: The materials for these lessons include learning activities from the selected Form 4 textbook. This textbook is Full
Blast Plus 4 and Form 4 will cover the content from Unit 1 to Unit 8 of this textbook. All skill lessons (Reading, Writing, etc.) are textbook-based.
B. 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 two main types of non-textbook-based lessons in Form 4 Scheme of Work: Literature in Action and
Project-Based Learning Lessons. Revision lessons can be based on the textbook or use additional materials according to pupils’ needs.
How are the Secondary Form 4 Scheme of Work lessons organised?
Almost all the lessons in the Scheme of Work are textbook-based lessons. Skill-based lessons, Literature in Action Lessons, Revision (including
mid/end of year revision) and Project-Based Learning Lessons are organised into lesson cycles.
Typical lesson cycles
Each unit (units 1-8) of Full Blast Plus 4 provides teachers with enough materials for 8 skill-based lessons and 2 Language Awareness lessons. Each
unit contains two Revision lessons to allow teachers to either review and extend learning or reteach certain areas that teachers believe should be
retaught based on their observations. Mid/end of year revision lessons and Project-Based Learning lessons are also included in certain units. See the
lesson cycles in Unit 1 in the Scheme of Work as an example:

Lesson Skill/Focus
1 Reading
2 Language Awareness
3 Listening
4 Speaking
5 Writing
6 Revision
7 Reading
8 Language Awareness
9 Listening
10 Speaking
11 Writing
12 Revision
13 Literature in Action
Teachers should note the following:
1. Units 4 and 8 have a few additional lessons. These lessons are; a second Literature in Action lesson; two additional revision lessons (either Mid- or
End-of-Year revision lessons). Unit 8 also has two Project-Based Learning lessons. See Appendix 1 at the end of the Scheme of Work for an
overview of the lesson cycles and distribution.
2. Reading, Listening, Speaking and Writing will mainly cover a total of two lessons (i.e. 120 minutes) in each cycle. Revision lessons can be
repurposed to help extend the time required for teaching a skill (e.g. Writing) if pupils would benefit from additional time.
3. Pupils are expected to have their own copy of the Student’s Book and use it in every lesson. Pupils should also have their own notebook and bring it
to every lesson.
4. Teachers should be able to access the Teacher’s Book for every skill-based lesson. If teachers do not have regular access to the Teacher’s
Book they should prepare a few lessons in advance while they have the Teacher’s Book. 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 English teacher at their school.
The Teacher’s Book provides a lot of guidance and ideas as well as the listening audio scripts, thus considerably saving preparation time. It is
therefore very useful for all teachers to be able to access it, even if only periodically.
5. Teachers are expected to plan lessons based on the lesson outline in the Scheme of Work. They may need to develop and produce
worksheets and prepare other material and resources for some lessons.

6. 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 Perfect). 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.
7. Pre-lesson and post-lesson stages in the lesson outline are important stages in the lesson. They should not be neglected or rushed.
8. Literature in Action (LiA): There are no specific materials in the Student’s Book 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.
9. At the end of every unit, pupils are expected to review and assess their learning in that unit. This self-assessment can be guided by using a
worksheet which identifies the language covered in the unit, what pupils learned well and what they need to focus on. Pupils can also make a note
about what they need to do in order to improve. Once completed, these self-assessment worksheets can be collected and used to identify the areas
where pupils need further assistance. They will also inform teachers on what advice they should give pupils to improve their language skills during
study time.
10. There are two lessons in unit 8 which 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.

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. For example: Lesson: 7 (Reading 2), Lesson: 24
(Writing 4).
2. Main Skill Focus
Each lesson will have one main skill focus. If the focus of the lesson is not on language skills (Listening, Speaking, Reading, Writing), then the
main skill focus will reflect the focus area of the lesson (e.g. Language Awareness, Literature in Action, Project-Based Learning lesson).
3. Theme
The four given themes are:
 People and Culture
 Health and Environment
 Science and Technology
 Consumerism and Financial Awareness
4. Topic
Topics are taken from the associated textbook. Topics for non-textbook lessons are either guided by the Literature Component content or
decided by the teachers.
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 the Standards-Based Curriculum and Assessment Document (DSKP) for further guidance. Teachers are encouraged to link their
lesson to other Cross Curricular Elements, in addition to the suggested one given, if they identify opportunities where relevant cross-curricular
connections can be made.

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. These should be followed as they appear in the lessons to ensure the Learning Standards are
covered as intended. See Appendix 1 for an overview of the mapping of Learning Standards.
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 in the
Scheme of Work. Learning Standards are 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 so 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 lesson Learning Objective.
Teachers should also be aware that the main skill and complementary skill are not normally 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 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.
Please note that some Learning Standards appear less frequently than others. Less frequent Learning Standards must be covered as they
appear in the Scheme of Work. See Appendix 1 for a map of the Learning Standards coverage.
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 textbook-based-lessons.
The Lesson Delivery stage is where the main and complementary skills should be both addressed to develop pupils’ language skills. Teachers
should create their own Learning Objectives for each lesson based on the specified Learning Standards - both for the main skill and the
complementary skill. . The Learning Objectives should relate to and reflect the activities in the Lesson Delivery stage.

Textbook-based lessons in the Learning Outline provide teachers with a structured description for what to cover and how to plan their lessons.
They refer to specific activities in the Student’s Book and the associated guidance available in the Teacher’s Book. Some additional explanation
or instruction may be provided in the Lesson Delivery to ensure teachers plan activities that relate to the main and complementary Learning
Standards specified for the lesson. Please note that textbook-based activities may not appear in the same order as in the Student’s and
Teacher’s Book. This is to ensure the best activities are selected for the stated Learning Standards and to follow the lessons cycle (Reading,
Language Awareness, etc.).
As teachers are working with pupils and supporting their learning, they should be aware of their pupils’ development and the emerging
challenges. Throughout the lessons, teachers are expected to use formative assessment strategies (e.g. questioning, scanning) to assess
pupils’ progress and give clear and meaningful feedback. This feedback should enable pupils to understand which areas they need to pay
attention to and how to improve. Of course, teachers are not expected to give every pupil feedback after every activity in every lesson.
However, teachers should use all opportunities available to communicate feedback to pupils and help them take ownership of their own
learning.
Teachers are encouraged to follow the instruction in the Lesson Delivery stage when provided because it reduces lesson preparation time and
ensures the Content and Learning Standards are addressed.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a
short activity as an opportunity for pupils to share what they already know about the lesson topic or language. They provide an opening to the
lesson and get pupils in the right frame of mind for hearing, reading and using English. They are often whole class activities which are fun and
engaging. Pupils are all active in these activities physically as well as mentally. This can help teachers to manage energy levels before settling
pupils into their learning.
Post-lesson activities are short activities that take place at the end of lessons to review and consolidate the learning from a lesson. Although
post-lesson activities can be fun and should not be too challenging so that pupils leave the class in a positive frame of mind, they are an
important stage that should be planned by the teachers. During the post-lesson stage, teachers can conduct a quick and informal evaluation of
the lesson and the pupils’ understanding of the learning that have taken place. Post-lesson activities can be used for formative assessment and
can give teachers an overall evaluation of the pupils’ development and indicate any issues individual pupils might have. Evaluating learning in
the post-lesson stage is particularly useful when new language is introduced for the first time or followed up from a previous lesson. Therefore,
teachers should give careful consideration to the purpose of the post-lesson activities they choose for their lessons. Post-lesson activities are
not, therefore, optional extras to be done if there is time. Teachers should make sure to leave a few minutes for post-lesson activities, even if
they are running short of time in their main lesson stages.

Each lesson includes a suggestion for Pre-lesson and Post-lesson activities in the Lesson Outline. Some of these are outlined in the Learning
Outline, and sometimes teachers are directed to the textbook. Teachers can also create their own pre- and post-lesson activities provided that
they fulfil the function described above.
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
This column refers to section 3, Differentiation strategies for secondary pupils, which lists eight strategies. It sometimes provides advice tailored
around the lesson specifics and expected challenges. Teachers should, however, consider the most suitable strategies for differentiating
learning with each of their own individual classes, based on the learning needs of the pupils in those classes.

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.

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:
 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 , 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, 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 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

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 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.
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.
Strategy 8: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is currently less proficient
at writing has tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 1 – 3
misspellings of common or important words highlighted. The pupil should respond to this feedback because the suggested improvement is
achievable for them. If a more proficient pupil writes well and makes 2 misspellings, you can tell them the lines in which the misspellings are,
and ask them to find and correct them.
You can use a correction code for written tasks, e.g. have a set of symbols or letters which identify errors (T - mistake with tense; Sp - mistake
with spelling, WW – mistake with word choice etc.). More proficient pupils could use the correction key and find their errors. These pupils should

be able to respond to the extension challenge built into this feedback. The same principle could also apply to giving feedback on pupils’
speaking.
Summary
It is extremely important that teachers are aware that a pupil’s proficiency in English is not fixed and because a pupil is currently less proficient
in English, this does not mean in any way that this will remain true throughout a pupil’s secondary education. It is important that all pupils are
challenged and given equal opportunity to develop over time. There has been a considerable amount of research recently into the subject of the
‘growth mind set’ which looks at, amongst other things, how teacher feedback can impact on a pupil’s development over time. Further
information on the ‘growth mind set’ can be found at: https://www.mindsetworks.com/science/

4. Glossary of terms in Form 4
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 4
Scheme of Work
Meaning
fast finishers Pupils who are able to work at a faster pace on a specific activity than the majority of pupils in a class. They are therefore ready
to move on to the next activity sooner than the majority of pupils.
peer-assessment Involving pupils in the process of assessment by asking pupils to give feedback to a peer on specific aspects of their learning,
such as a specific aspect of the quality of a piece of work. For example, when a pupil gives feedback to another pupil on an
aspect of their learning, the feedback takes the form of two things that were good (stars) and one area for improvement (wish).
post-lesson Activity at the end of a lesson to review and consolidate the learning.
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.
prior knowledge Knowledge and skills which pupils already have, possibly acquired from previous lessons or previous years.
probing questions Questions that aim to dig deeper than the surface (e.g. Is there a different way to say the same thing? / What would you say
instead (of…)? / Does anyone agree/disagree with that? Why?)
self-assessment Involving pupils in the process of assessment by asking pupils to self-assess specific aspects of their learning. For example,
learning diaries kept by pupils can reveal areas that need clarification or specific skills that need further development
talk partners Providing pupils with an opportunity to talk through their ideas with a partner or in a small group. When teachers give pupils time
to discuss their ideas with a partner or in a small group, they can assume that everyone in the class is ready to provide an
answer.
wait time The time given between asking a question and expecting a response to it.

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 4 Curriculum
Framework
Meaning
Listening
Listening 1.1.1
Understand independently
the main ideas in extended
texts on a wide range of
familiar topics
See also
 Listening 1.1.2
 Listening 1.1.3
 Listening 1.1.5
 Listening 1.1.6
 Listening 1.2.1
 Reading 3.1.1
 Reading 3.1.2
 Reading 3.1.3
 Reading 3.1.5
 Writing 4.1.5
 Writing 4.2.3
understand independently
Pupils who can understand the main idea of a text independently can understand the main idea without any help from
the teacher or their peers.
extended texts
Extended texts for a B1 Mid learner are usually between 200-450 words.
Teachers should use their own judgement on the length of extended texts, based on the level and interest of the pupils
they teach.
a wide range of familiar topics
The wide range of topics that pupils are exposed to in Form 4 means that this range has further increased in comparison
with Form 3. Familiar topics are topics that pupils know. Examples include the topics covered in the Form 3 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 judgement here.
Listening 1.1.3
Recognise independently
attitudes or opinions in
extended texts on a range of
familiar topics
recognise independently
Pupils who can recognise the attitudes or opinions given in texts on familiar topics without any help from the teacher or
their peers.

Listening 1.1.5
more complex questions on
more complex questions
A more complex question is a question that contains more than one clause (e.g. Why did the author travel to Argentina to
write his novel?). A more complex question is also a probing question (questions that aim to dig deeper than the
surface).
Listening 1.1.6
longer simple narratives on
longer simple narratives
Longer simple narratives are stories which are usually more than 150 words and up to approximately 400 words. The
simple narratives contain language and ideas that pupils can understand. Teachers should use their own judgement on
longer simple narratives, based on the level and interest of the pupils they teach.
Listening 1.3.1
Recognise with support
typical features at word,
sentence and text levels of a
range of spoken genres
See also
 Reading 3.1.5
 Reading 3.1.6
with support
With support means with help. This help can come from the teacher, a classmate, from pictures, examples or
explanations in their textbook or from a reference resource, such as a dictionary.
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 word
level means the choice of vocabulary and chunks (connected groups of words); at a sentence level refers to the use of
syntactical features and the ways sentences are constructed; at a text level looks at the ways in which 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 range of spoken genres
Form 4 pupils will listen to an increasing number of spoken genres suitable for their proficiency level. These include
telephone conversations, radio programmes, interviews, discussions, TV broadcasts, monologues and presentations.

Speaking
Speaking 2.1.1
Explain simple content on
familiar topics from what they
read and hear
Explain simple content
Pupils explain the main ideas in a written or spoken text using their own words which are different to those used in the
original text.
what they read and hear
Any written or spoken text suitable for B1 Mid level.
Speaking 2.1.2
Ask about and explain
causes and consequences
of actions, events or simple
processes.
See also
 Writing 4.1.2
ask about
Pupils can ask about a simple process by using questions that ask for elaboration (e.g. Tell me more about…?),
clarification (e.g. What do you mean by…?) and repetition (e.g. Can you explain that to me again?).
explain causes and consequences
Pupils can explain the cause of an action, event or simple process or, in other words, why it has occurred. The language
associated with explaining a cause includes linking words (because, due to, since) (e.g. the road flooded due to the
heavy rain)
Pupils can explain the consequence of an action, event or simple process or, in other words, what effect it has. The
language associated with explaining a consequence includes: linking words to show effect (so, as a result, therefore)
(e.g. The road was flooded so the cars had to go a different way) and conditionals or ‘if’ statements (if the road is closed,
we’ll have to go a different way).
actions, events or simple processes
An action is something done to do something. Examples of actions are: carrying a heavy bag to school; jumping for a ball
in PE; taking a book out of the school library. An event is an occurrence; something that happens. Examples of events
are: a race in school sport’s day; a birthday party; a school competition. A simple process is a series of actions or steps
taken in order to achieve something. Examples of simple processes are: preparing food; painting a picture in art; creating
a plan for a writing activity.

Speaking 2.1.4
Explain and justify own point of view
justify
Give reasons or evidence to support explanation
Speaking Content Standard 2.2 Focus
Use register appropriately in
familiar contexts
See also
 Speaking 2.3
 Writing 4.2.3
appropriately
Appropriately refers to the successful communication of a message. The message itself may not necessarily be 100%
accurate, but the pupil has communicated his or her meaning successfully.
Speaking 2.2.1
Use formal and informal
registers appropriately in
most familiar contexts
See also
 Writing 4.2.4
formal and informal registers
Register refers to style of speaking/writing according to the communicative purpose and social context.
Formal register is usually associated with situations that are serious or involve people who are older or with whom 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, letters and formal emails.
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. It is common
among siblings and friends and frequently used on social networks and informal emails.
most familiar contexts
Familiar contexts are communicative situations that pupils know. Examples include interactions that are related to topics
covered in the Close-Up textbooks for Form 3, such as conversations with family and friends, discussing how to protect
the environment or the advantages and disadvantages of a life style, 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. Teachers

Speaking 2.3.1
Confirm understanding in
discourse-level exchanges
by repeating back what a
speaker has said.
discourse-level exchanges
Communication or discussion in a communicative situation that pupils are familiar with (e.g. a two-way conversation
about plans for the weekend; a group discussion about how to make the school more environmentally friendly; a class
debate about the advantages and disadvantages of doing team sports.
repeating back what a speaker has said
By repeating back information in own words or in simple terms, pupils demonstrate a clear understanding of what they
have heard.
Reading
Reading 3.1.4
Use independently familiar and some
unfamiliar print and digital resources
to check meaning and extend
understanding
unfamiliar print
A written text which expands on a familiar topic or is of a different topic to those covered in Form 4 so far (or in Forms 2
or 3).
Reading 3.1.6
Recognise with support typical
features at word, sentence
and text levels of an
increased range of genres
genres
Genres are distinctive text types. Written genres include: articles, adverts, blog posts, brochures, leaflets, news reports,
recipes, song lyrics, stories and text messages.
an increased 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 increasing number of different text types included in Form 4. The range of texts is listed in the Scheme of
Works and includes the texts in the Full Blast Plus 4 textbook and the Literature Component textbook.

Reading 3.2.1
Read a variety of suitable print and
digital texts to investigate and
analyse national issues
investigate and analyse national issues
Pupils take an interest in what is happening around them and expand their knowledge by further reading about events
and happenings of local or national importance, which are current and relevant e.g. from a newspaper or articles on the
internet
Writing
Writing 4.2.1
Punctuate written work on a
range of text types with
reasonable accuracy
See also
 Writing 4.2.2
reasonable accuracy
Reasonable accuracy means that punctuation in written work is mostly accurate, but contains occasional mistakes. Such
mistakes are typical of B1 Mid learners.
Writing 4.2.3
Produce an extended plan or
draft and modify this
appropriately in response to
feedback or independently
extended plan or draft
A text of four or more paragraphs.
feedback
This could be peer feedback, group feedback or teacher feedback.
modify this appropriately independently
Pupils who can modify a plan or draft appropriately independently know what to look for in their written work (for
example, spelling, grammar and punctuation errors, as well as the structure of the writing) in order to improve their work
without always needing feedback from the teacher. The result is a second draft of their work that is easier to understand
and which contains fewer language errors than the first draft.

Writing 4.2.4
Use formal and informal
registers appropriate to the
target audience in most
familiar situations
target audience in most familiar situations
The target audience for written texts is the expected reader whom the text is meant to address. When pupils write an
email they should think about whom they are writing for, i.e. their target audience. They should consider what the reader
expects to read in terms of the genre (e.g. email, story), text format (e.g. beginning and end) and content (e.g. thriller
story, invitation).
Pupils are expected to write about familiar situations (e.g. holiday, reply to invitation) and address an audience they are
already familiar with (family, friends, teachers).
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Teachers
Literature in Action
Literature in Action 5.2.1
Evaluate and explain briefly
stylistic features an author
uses to show character,
events or place
evaluate and explain
Describe what stylistic features are used by an author to show character, events or place and say how successful these
features are.
stylistic features
Stylistic features are the ways in which words and sentences are arranged and how they affect meaning. Stylistic
features can distinguish the work of individual authors. Particular text types are associated with the use of particular
stylistic features, for example, alliteration is commonly associated with poetry.

5. Scheme of Work: Lessons 1 – 112
Unit 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK:
__
LESSON 1(Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
TOPIC: Let’s Chat CROSS CURRICULAR ELEMENT(S): Information
and Communications Technology
LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to free-time activities; phrases expressing likes
and dislikes; phrases expressing opinion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
feelings intelligibly
on familiar topics
Main Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Activate prior knowledge and experience in this lesson using Activity
A.
Lesson delivery
This lesson focuses on Activities B, D and E (C is optional).
See the Teacher’s Book for detailed guidance. Note that in Activity B
pupils are asked to read for gist.
Activities B and D focus on developing the main skill for this lesson.
Activity E focuses on the complementary skill. In order to fully focus
on this skill, remind pupils to justify their opinions.
Post-lesson
Ask pupils to review their learning in this lesson by getting them to
identify with their talk partner(s) at least one new word or expression
that they have learned in relation to the topic of free-time activities.
When pupils are ready, collect and share words/expressions as a
whole class.
Full Blast Plus 4
Student’s Book, pp 8-9
Teacher’s Book, pp 8-9
Support can be given to less
proficient pupils depending on
their needs, such as by
providing vocabulary to use in
the speaking activities, or
sentence starters and model
sentence constructions to
help the pupil produce
sentences.
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.

WEEK:
__ LESSON 2 (Language Awareness 1) MAIN SKILL(S) FOCUS: Language Awareness THEME: Science and Technology
LANGUAGE/GRAMMAR FOCUS: Present Simple vs
Present Progressive / computer-based vocabulary
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
Main Skill
This is a grammar-
focused lesson so
listening, speaking,
reading and writing
skills are not
explicitly covered.
Pre-lesson
Ask questions to pupils (or write questions on the board) to elicit
responses using either the Present Simple or Present Continuous.
Ensure pupils have appropriate wait time and/or opportunities to
discuss their responses with talk partners. Alternatively, play a game
which reviews the uses of Present Simple vs Present Progressive or
revises stative verbs (see, like, seem, understand, need, believe,
imagine, know) which do not usually take the Progressive form.
Lesson delivery
This lesson focuses on Grammar Present Simple vs Present
Progressive, and computer-related vocabulary. See the
Teacher’s Book for detailed guidance. Note that pupils have
encountered the present simple and present continuous in Form 2
and Form 3. When going through answers explain that ‘understand’
is a stative verb and elicit more examples (see above). These are
verbs that are only used in the present simple. Provide and / or elicit
examples (e.g. ‘Peter hates his new school’ not ‘Peter is hating his
new school’).
To introduce the vocabulary activities either ask pupils to think back
to the reading text about SN Sites and elicit what computer-based
vocabulary they know / remember or play a word game (such as
bingo) practising computer-based vocabulary. Pupils complete
Activities A-C. See the Teacher’s Book for detailed guidance.
Post-lesson
Ask pupils to write six sentences. Three sentence using stative
verbs and three sentences using action verbs in the present
continuous. Ask pupils to make two deliberate mistakes. Pupils
swap sentences and see if they can spot the sentences which are
wrong.
Full Blast Plus 4
Student’s Book, pp 9-
10
Teacher’s Book, pp 9-
10
See Student’s Book pp 11 for
a further grammar activity on
comparisons that can be
used as extension activity
with fast finishers and/or
homework.

WEEK:
__ LESSON 3 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: Science and Technology
LANGUAGE/GRAMMAR FOCUS: Computer-related
vocabulary; words/phrases related to communication
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Devise an activity to elicit pupils’ prior knowledge of computer-
related vocabulary.
Lesson delivery
This lesson focuses on Activities A, B and C. See the Teacher’s
Book for detailed guidance. Activities B and C focus on the main
skill.
For Activity A to meet the complementary skill, extend activity by
adding a stage to the activity in which pupils report back on their
discussions.
For Activity B, give pupils the opportunity to check and discuss their
answers in small groups before collecting responses. Follow
instruction in the Teacher’s Book for Activity C.
Additional lesson activities may be required such as: using the
recording from the Reading Lesson covered previously in the lesson
sequence; using the post-listening activity suggested in the
Teacher’s Book.
Post-lesson
Ask pupils to identify with their talk partner(s) at least one new word
or phrase that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/phrases as a whole
class.
Full Blast Plus 4
Student’s Book,
p11
Teacher’s Book,
p 11
Audio CD
Organise talk partners or grouping
so that a more proficient pupil can
help and support a less proficient
pupil.
proficient pupils during Activity A,
depending on their needs. For
example, by providing vocabulary
or model sentence constructions to
help the pupil produce sentences.
To support less confident pupils in
Activity B, pause the listening track
at selected intervals to allow
thinking time. Alternatively, read
and pause at specific intervals from
the audio script in the Teacher’s
Book if it helps less proficient
pupils to listen to your voice rather
than that of a native speaker. Play
the track from the CD when pupils
feel more confident.
strategies and select appropriate
strategy /strategies based on the

WEEK:
__ LESSON 4 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: Science and Technology
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Complementary
Skill
Listening 1.1.5
Understand
independently more
complex questions
on a wide range of
familiar topics
Pre-lesson
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 the lesson verbally or with a series of statements on the
whiteboard and pupils have to tell whether they think each
statement is True or False using their cards. For example, the
statements might focus on specific aspects of language use or
understanding of grammar from previous lessons.
Lesson delivery
This lesson focuses on the speaking activity. See the Teacher’s
Book for detailed guidance. In order to focus on the main skill
extend the speaking activity by adding a stage in which pupils report
back on their discussions (for example, by rearranging groups). To
focus on the complementary skill in the lesson, add a further activity
with additional complex questions. For example: Do you think it’s
better to do sport in groups or individually? / What benefit(s) do you
get from doing a group sport like football or volleyball? / What
benefit(s) do you get from practicing a sport, like running, on your
own? / Why do you think some people like to practice extreme
sports like bungee jumping, rock climbing or white water rafting? ).
These questions should be spoken by the teacher (use wait time
and select pupils for responses).
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 would
have been even better if…’ Collect the cards and use them for
planning subsequent lessons.
Full Blast Plus 4
Student’s Book, p 12
Teacher’s Book, p12
Organise talk partners or
grouping so that a more
proficient pupil can help and
support a less proficient pupil.
the speaking activity, or
sentences.
appropriate strategy/
strategies based on the

WEEK:
__ LESSON 5 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.2.3
Produce an
extended plan or
draft and modify this
appropriately in
response to
feedback or
independently
Complementary
Skill
Writing 4.2.2
Spell written work
on a range of text
types with
reasonable
accuracy
Pre-lesson
Activate prior knowledge in this lesson by asking pupils about their
experience with social media websites and their profiles. Encourage
the use of vocabulary relevant to the topic and give support where
needed.
Lesson delivery
This lesson focuses on Activities A, B, C, and D. See the
Teacher’s Book for detailed guidance. Extend Activities B and C to
meet the main skill. Give feedback on pupils’ spelling in Activities B
and D, as well as other writing activities that may take place during
this lesson. In Activity C pupils can be asked to share their
ideas/notes from Activity B and discuss their responses to the
questions in small groups. You can then ask pupils to modify their
ideas/notes to reflect the feedback they have been given
Activities B and C focus on developing the main skill for this lesson.
Activities B 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.
Full Blast Plus 4
Student’s Book, p13
Teacher’s Book, p 13
Activity D can be given as
homework.

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK BASED LESSON (UNIT 1)
WEEK:
__ LESSON 6 (Revision 1) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
TOPIC: Teacher to select CROSS CURRICULAR ELEMENT(S): Teacher to
select
LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
their pupils’ needs
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Teachers can either develop their own lesson based on the needs of
their pupils or use this lesson to go over pupils’ writing and improve
their work from the previous lesson.
Teacher to select from
Full Blast Plus 4 or
other resources
For differentiation strategies,
please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

WEEK:
__
LESSON 7 (Reading 2) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
TOPIC: Let’s chat CROSS CURRICULAR ELEMENT(S): Information
and Communication technology
related to free-time activities; mobile phone-based
vocabulary; phrases expressing likes and dislikes;
phrases expressing opinion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.3.1
Confirm
understanding in
discourse-level
exchanges by
repeating back what
a speaker has said
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to think of all
the different activities a mobile phone can be used for. Then
continue with the pre-reading Activity A in the Student Book. Allow
pupils to discuss their ideas with their talk partner(s) before
collecting ideas as a class.
Lesson delivery
This lesson focuses on Activities B, C and E (D can be given as
homework). See the Teacher’s Book for detailed guidance. For
Activity E to meet the complementary skill, extend the activity by
adding a stage to the activity. Pupils first discuss the questions in
small groups then re-group to report back their ideas.
For Activities B and C, give pupils the opportunity to check and
discuss their answers in small groups before collecting responses.
Activity C focuses on developing the main skill.
Post-lesson
Play word bingo using the highlighted words from the text.
Alternatively, make sure pupils have their books closed. Give pupils
red and green cards (red to show False, green to show True). Say
one of the highlighted words and read a meaning from Activity C
(either the right one or a different one) Ask pupils to show true or
false using the appropriate card.
Full Blast Plus 4
Student’s Book, pp14-
15
15
proficient pupils during
Activity C depending on their
needs. For example the
possible options could be
narrowed down to two or
three words.

WEEK:
and Communication Technology
LANGUAGE/GRAMMAR FOCUS: Past simple, used to,
be used to; use of suffixes
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar- focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Ask pupils to talk in small groups about habits they had in the past
but don’t have now, and habits that they have now. Collect the ideas
from the class and write some good examples on the board which
will illustrate the difference between ‘used to’ (I used to write on the
walls but now I don’t) and ‘being used to’ (she is used to having a
glass of water before bedtime). Introduce ‘used to’ and ‘be/get used
to.
Lesson delivery
This lesson focuses on Grammar Past Simple, used to and
be/get used to. See the Teacher’s Book for detailed guidance.
Note that pupils have encountered the Past Simple in Form 2 and
Form 3. Give pupils the opportunity to check and discuss their
answers in small groups before collecting responses. Pupils may
need further practise of ‘used to’ and ‘be/get used to’ with more
examples on the board.
Pupils complete A and B. See the Teacher’s Book for detailed
guidance.
Additional lesson activities may be required: use the Vocabulary
activity on A and B.
Post-lesson
Review learning in this lesson by asking pupils to write six
sentences. Three sentence using ‘used to’ and three others using
‘be / get used to’. Ask pupils to make two deliberate mistakes. Pupils
swap sentences and see if their peers can spot the sentences which
are wrong.
Full Blast Plus 4
16
16

WEEK:
__ LESSON 9 (Listening 2) MAIN SKILL FOCUS: Listening THEME: Science and Technology
related to free-time activities; words/phrases related to
body language.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.2
Understand
independently
specific information
and details in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Play a game to review adverbs describing mood. Put an action on
the board (e.g. digging the garden). Pupils take it in turns to come to
the front of the class to take a mood card (i.e. happily) and mime the
action in an appropriate manner while the class guess the adverb.
Alternatively, choose another appropriate pre-lesson activity that
activates prior knowledge.
Lesson delivery
This lesson focuses on Activities A and B. See the Teacher’s
Book for detailed guidance. For Activity A to meet the
complementary skill, extend activity by adding a stage to the activity
in which pupils report back on their discussions giving justification
for their ideas. For Activity B, give pupils the opportunity to check
and discuss their answers in small groups before collecting
responses.
If there is time to do another listening activity, use the listening on
page 17. See the Teacher’s Book for detailed guidance.
Activity A focuses on developing the complementary skill for this
lesson. Activity B focuses on the main skill.
Post-lesson.
close their textbooks and then to recall with their talk partner(s) what
they have learnt about body language from expert, Dr Susan
Maddison. When pupils are ready, collect and share ideas as a
whole class. Choose another post-lesson activity if preferred.
Full Blast Plus 4
Student’s Boo, p16
Audio CD
To support less confident
pupils, pause the listening
track at selected intervals to
allow thinking time.
Alternatively, read and pause
at specific intervals from the
audio script in the Teacher’s
pupils to listen to your voice
rather than that of a native
speaker. Play the track from
the CD when pupils feel more
confident.

WEEK:
__ LESSON 10 (Speaking 2) MAIN SKILL(S) FOCUS: Speaking THEME: Science and technology
TOPIC: Let’s chat CROSS CURRICULAR ELEMENT(S): Information
LANGUAGE/GRAMMAR FOCUS: expressing
advantages and disadvantages
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.1
Communicate
intelligibly through
print and digital
media on familiar
topics
Main Skill
Speaking 2.1.3
Explain advantages
and disadvantages
of plans and
ambitions
Complementary
Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
Pre-lesson
Devise an activity/game to revise computer-related vocabulary from
previous lessons.
Lesson delivery
Book for detailed guidance. Pupils work with a partner or in small
groups to complete the speaking activity. When they are ready,
collect and share their ideas with the whole class.
Draw up the table below (see the Teacher’s book, p 17) on the
board.
laptop desktop computer
Advantages Disadvantages
Disadvantages Advantages
Ask pupils to help you fill in all the advantages and disadvantages.
Ask pupils to work with their partner or small groups to write up the
ideas into a text of four short paragraphs corresponding with the four
boxes in the table describing the advantages and disadvantages of
both computers. Before pupils write up their ideas you may want to
revise connectives that introduce similar and contrasting ideas (also,
as well as, on the other hand, apart from this, however)
Post-lesson
Choose an appropriate post-lesson activity that suits pupils’
needs/interests and that will review learning in the lesson.
Full Blast Plus 4
proficient pupils during the
writing activity, by providing
sentence starters and
modelling sentence
constructions to help the pupil
produce sentences. Ask
pupils to write two paragraphs
describing just the benefits.
You may want to get pupils to
finish off the writing activity
for homework.

WEEK:
__ LESSON 11 (Writing 2) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
related to free-time activities; words/phrases/language
used in informal letters and emails
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar
situations
Complementary
Skill
Reading 3.1.5
Recognise with little
or no support the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics
Pre-lesson
Write on the board 6 sentences / phrases (3 using formal language,
3 using informal language). Ask pupils what is different about the
sentences. Once you have established formal / informal language
ask pupils to work with talk partner(s) and change the formal
phrases / sentences to informal and the informal to formal.
Lesson delivery
This lesson focuses on Activities A, B, C and E (Activity D can
be given as homework). See the Teacher’s book for detailed
guidance. To maximise time, read Simon’s email as a class and
explain any unknown words. Put pupils in pairs to answer the
questions for Activity A. Check answers. In order to focus on the
complementary skill in the lesson, Activity A should be extended by
asking further questions about the writer’s attitude. (What does
Simon think about getting a new laptop? / How does he think Mark
will feel about this news? / What is Simon’s attitude towards having
a birthday party? / How does Simon think Mark will feel about this
news?) Do Activity B as a class. Put pupils in small groups to
complete Activity C. Activity E focuses on developing the main skill.
Post-lesson
Divide pupils into small groups and give each group 10 strips of
paper (5 with an informal sentence or phrase suitable for an informal
letter, 5 with a formal sentence or phrase suitable for a formal letter).
Ask pupils to divide the strips into two groups ‘formal’ or ‘informal’
When pupils are ready elicit answers onto the board.
Full Blast Plus 4
19
Teacher’s Book, pp18-
19
Strips of paper with
sentences or phrases
using either formal or
informal language
providing a framework for the
email in Activity E.

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 1)
WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK:
__ LESSON 13 (Literature in Action 1) MAIN SKILL(S) FOCUS: Literature in Action THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action
5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action
5.1.1
Explain briefly the
feelings and
opinions a text
provokes in them
Teachers will develop their own lesson using materials from the
Literature Component books.
Teachers should ensure that their lesson covers the Literature in
Action content and learning standard specified for this lesson.
Teacher to select For differentiation strategies,

Unit 2
WEEK:
__
LESSON 14 (Reading 3) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words / phrases
related to charity / doing unusual or dangerous activities
to raise money
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Put the word ‘charity’ on the board and ask pupils what the word
means to them. Allow pupils time to discuss their ideas with their
talk partner(s) then collect responses. Further activate prior
knowledge and experience in this lesson using Activity A. Allow
pupils time to discuss their ideas with their talk partner(s) then
collect responses.
Lesson delivery
This lesson focuses on Activities B, C, and E (Activity D can be
given as homework). See the Teacher’s Book for detailed
guidance. Note that in Activity B pupils are asked to read for gist.
Allow pupils time to discuss their ideas with their talk partner(s)
before collecting responses. In order to focus on the complementary
skill allow pupils time to discuss ideas with their talk partner(s)
before opening up the discussion to the class. Encourage pupils to
expand on the answers by explaining and justifying their points of
view.
Activity D enhances the understanding of the reading text. Activity E
focuses on the complementary skill.
Post-lesson
Ask pupils which charity would they like to raise money for and what
unusual activity would they do to raise money. Encourage pupils to
use their imaginations to come up with some unusual ideas. When
ready, collect responses.
Full Blast Plus 4
Student’s Book,
pp 22-23
Teacher’s Book,
pp 22-23
their needs, such as by giving
some examples in Activity C
and reducing the amount of
information pupils need to
complete. Support can also
be given by giving vocabulary
to use in the speaking
activities, or sentence starters
and model sentence
produce sentences.

WEEK:
__ LESSON 15 (Language Awareness 3) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: countable and
uncountable nouns. Quantifiers: some, any, much,
many, a lot of, lots of, plenty of, (a) few, (a) little
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Activate prior knowledge in this lesson by playing a noun game. For
example: Pupils work with talk partner(s). On a piece of paper get
pupils to write the alphabet (A-Z) down the left-hand margin. When
ready, give pupils a set time depending on level of pupils (e.g. 3
minutes) to write a noun for each letter of the alphabet. Tell pupils
they get 1 mark for each correct countable noun and 2 marks for
each correct uncountable noun. When ready, collect responses and
pupils add up their marks.
Lesson delivery
This lesson focuses on the quantifiers of countable and
uncountable nouns. See the Teacher’s Book for detailed guidance
for the Grammar exercise. Always give pupils the opportunity to
check and discuss their answers in small groups before collecting
responses. Complete the Vocabulary activities as a follow up.
Post-lesson
Ask pupils to work with their talk partner(s) and come up with six
sentences using quantifiers. Tell pupils to make three sentences
where they use the quantifiers correctly and three where the
quantifiers are incorrect. Swap sentences with another pair and
correct the mistakes. Share some of the responses with the class.
Full Blast Plus 4
24
24
Paper for pre-lesson
activity if doing.

WEEK:
__ LESSON 16 (Listening 3) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Information and
Communications Technology
LANGUAGE/GRAMMAR FOCUS: words / phrases
describing plot / setting / characters; words / phrases
describing preference
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Devise an activity to elicit pupils’ prior knowledge of Harry Potter.
Alternatively, if pupils are not familiar with Harry Potter, use a popular
character from a Malaysian Adventure / action story.
Lesson delivery
This lesson focuses on Activities A and B. See the Teacher’s Book for
detailed guidance. For Activity A to meet the complementary skill, extend
the activity by adding a stage in which pupils choose a favourite fantasy
or adventure film, describe the plot, the characters to their talk partner(s)
and explain why they like it. When ready, collect some responses to
share with the class. For Activity B, give pupils the opportunity to check
and discuss their answers in small groups before collecting responses.
Activity B focuses on developing the main skill for this lesson. Activity A
Additional lesson activities may be required such as: using the recording
from the Reading Lesson covered previously in the lesson sequence;
using the post-listening activity suggested in the Teacher’s Book.
Post-lesson
Ask pupils to work with their talk partner(s) and come up with at least one
new fact about Harry Potter (characters, plots, books, films). Encourage
pupils to think of unusual facts that others might not know. Once they are
sure they know the correct answer, they turn the fact into a question. i.e.
What is the name of Fred and Ron Wesley’s joke shop? How do
Hogwarts’ students receive letters? When pupils are ready, collect the
questions and hold a Harry Potter trivia quiz.
Full Blast Plus 4
Student’s Book,
p 25
Teacher’s Book,
p 25
Audio CD
pupils in Activity B, pause
the listening track at
selected intervals to allow
thinking time. Alternatively,
read and pause at specific
intervals from the audio
script in the Teacher’s Book
if it helps less proficient
the CD when pupils feel
more confident.
strategies, please refer to
the provided list of
differentiation strategies
strategy/strategies based
on the needs of the pupils

WEEK:
__ LESSON 17 (Speaking 3) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
describing people’s characteristics / expressing an
opinion / supporting a point of view
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.1.4
Explain and justify
own point of view
Complementary
Skill
Listening 1.1.5
Understand
independently more
complex questions
on a wide range of
familiar topics
Pre-lesson
Activate prior knowledge in this lesson by writing on the board: fire-
fighter, politician, football player, librarian, flight attendant. Check
meaning then ask pupils to work with their talk partner(s) to come up
with a list of characteristics that a person from each profession should
have and why, i.e. a footballer needs to be fit because he/she needs
to run around the football pitch a lot. When ready, collect responses.
Lesson delivery
Book for detailed guidance. The speaking activity must be extended to
meet the main skill by adding a stage to the activity in which pupils
explain and justify their point of view. For example: ask pupils to
choose which of the four professions they would be best at and justify
their answer by describing their own characteristics. To meet the
complementary skill in the lesson, add a further activity with complex
questions (see definition of a complex question in the glossary).
These questions should be spoken by the teacher (use wait time,
repeat if necessary and select pupils for responses). For example:
Explain why it is so important for an athlete to be passionate about
what he/she does? Why would somebody who is anxious not make a
good paramedic?
Post-lesson
Play the hot air balloon game. Divide the class into groups of 4-6.
Each pupil chooses a different profession from the lesson. Explain
that they are all in a hot air balloon but the balloon is going down so
one person must leave. Each pupil takes it in turn to explain why their
profession is the most important and therefore why they must remain
in the balloon. Once everyone has spoken, everybody in the balloon
votes for who should leave.
Full Blast Plus 4
the speaking activity, or
sentences. More proficient
pupils can be given
‘organiser’ or ‘team leader’
positions so they can
participate in the activities
and manage them as well.

SCHEME OF WORK: TEXTBOOK LESSON (UNIT 2)
WEEK:
__ LESSON 18 (Writing 3) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
describing people’s characteristics
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.2.3
Produce an
extended plan or
draft and modify
this appropriately
in response to
feedback or
independently
Complementary
Skill
Reading 3.1.2
Understand
specific details
and information in
extended texts on
a wide range of
familiar topics
Pre-lesson
Brainstorm characteristics and characteristic phrases from previous
lesson. Ask pupils to work with their talk partner(s) and come up with
somebody famous that they admire. Why do they admire this person?
What have they achieved? What characteristics does that person
possess that helped them to achieve what they have? When ready,
collect responses.
Lesson delivery
This lesson focuses on Activities B, C, D and E. See Teacher’s
Book for detailed guidance. For Activities B, C and D give pupils the
opportunity to check and discuss their answers in small groups before
collecting responses. In order to meet the main skill, add a stage to
Activity E. Before writing the final version, get pupils to write a rough
draft using the given plan (see Plan and Tip in Student’s Book). For
each paragraph pupils make brief notes of the information they will
include. Ask pupils to swap notes with their partner. They should give
each other feedback by making some suggestions for improvement.
Pupils modify their plans in light of feedback. Give the writing of the final
version as homework.
Activities D and E focus on developing the main skill for this lesson.
Activities B and C focus on developing the complementary skill for this
lesson.
Post-lesson
Play Guess Who in small groups. One pupil thinks of a job and
describes the characteristics you need for the job. Other members of
the group guess which job the pupil is thinking of.
Full Blast Plus 4
Fast finishers can write a
paragraph describing what
characteristics somebody
needs to do a profession of
their choice. See suggested
answers for teacher,
paramedic etc. in Teacher’s
Book as an example.
some example sentences in
Activity D and reducing the
amount of information pupils
need to complete.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
__ LESSON 20 (Reading 4) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Science and
Technology
LANGUAGE/GRAMMAR FOCUS: : words / phrases
describing plot / setting / characters;
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.4.1
Summarise the
main points of a
story, text or plot
Pre-lesson
Activate prior knowledge in this lesson by brainstorming the main
features of the detective story genre. Then continue with the pre-
reading Activity A in the Student’s Book. Allow pupils to discuss their
ideas with their talk partner(s) before collecting ideas as a class.
Lesson delivery
This lesson focuses on Activities B, C and E. Activity D can be
given for homework. See the Teacher’s Book for detailed guidance.
For Activity B and C, give pupils the opportunity to check and
In order to meet the complementary skill, before looking at Activity
E, ask pupils to close their books. In pairs, take it in turns to
summarise the main events from the text in order, starting with the
hundred-thousand pound burglary of the Mazarin stone. Note that
the events are not given in chronological order in the text. When
ready, collect some responses to share with the class; allow other
pupils to add their ideas about the order of events if relevant. Pupils
then look at Activity E. Give pupils time to discuss their ideas with
their partner(s) before collecting answers.
Activities B and C focus on the main skill. Activity E focuses on the
complementary skill.
Post-lesson
Review features of detective stories. For example read out a list of
typical features. Some of these should be typical features of
detective stories and some should be typical features of other
genres such as science fiction or fantasy. Pupils respond by
showing appropriate card (red to show False, not a feature of
detective stories, and green to show True, a feature of detective
stories).
Full Blast Plus 4
Student’s Book, pp 28 -
29
29
List of typical features
of the detective genre
and other genres for
post-lesson activity.
extra activity by giving them a
list of the main events to put
in order then use to
summarise the text.

WEEK:
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Past simple vs. past
continuous
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Ask questions to pupils (or write questions on the board) to elicit
responses using either the past simple or past continuous. Ask pupils to
explain why the past simple or past continuous is used. Elicit the
different uses of past simple and past continuous (see Grammar
Reference in the Student’s Book). Ensure pupils have appropriate wait
time and/or opportunities to discuss their responses with talk partners.
Note: In Full Blast plus 4 past continuous is known as past progressive.
Both names are acceptable.
Lesson delivery
This lesson focuses on Grammar Past Simple vs. Past
Progressive. See the Teacher’s Book for detailed guidance. Note that
pupils have encountered the past simple and past continuous in Form
3. Give pupils the opportunity to check and discuss their answers in
small groups before collecting responses.
Complete the Vocabulary activities as a follow up.
Post-lesson
Ask pupils to think of different questions that will elicit responses using
either the past simple or past continuous. Pupils then share and
respond to their questions in small groups. Monitor and assist to check
correct usage of the two different tenses.
Full Blast Plus
4 Student’s
Book, pp 29-30
Teacher’s
Book, pp 29-30
For further practise write on board
(or if possible give out paper
copies) of a short story involving
pupils in the class. Leave a gap
instead of the verb form with the
verb to use in brackets. E.g. Nural
and Aisyah ………. (walk) to the
market when they …………(meet)
Mira who ………….(wear) a
strange hat. Nural ,,………….(ask)
Mira why she …………..(wear) the
hat. Give pupils the opportunity to
check and discuss their answers in
small groups before collecting
responses. Get Pupils to work with
talk partner(s) and continue the
story. When ready, collect
responses.
strategy/ strategies based on the

WEEK:
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S):
Science and Technology
LANGUAGE/GRAMMAR FOCUS: past simple v. past
continuous / words / phrases describing a crime
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Divide the class into groups. On the board write: 1) crime scene
investigation 2) a car chase 3) DNA testing 4) hold up 5) a tooth.
Check comprehension (see the Teacher’s notes for DNA testing)
Set pupils a time limit. Ask pupils to device a short crime story using
all five words / phrases in any order. When ready share stories with
the class.
Lesson delivery
This lesson focuses on Activities B then A, and C. See the
Teacher’s Book for detailed guidance. Go straight to Activity B after
the pre-lesson activity. Give pupils the opportunity to check and
Ask: Do you think the old lady was brave or foolish? Ask pupils to
work with their talk partner(s) to discuss this question and the
questions in Activity A. You could ask one pupil to agree that it is a
good idea for people to stop a criminal and one to disagree. Tell
pupils to think of two ideas to justify their point of view. Collect
responses. Follow the Teacher’s Book for Activity C.
Activity A focuses on the complementary skill. Activities B and C
focus on the main skill.
Post-lesson.
Ask pupils to identify with their talk partner(s) at least two new words
or expressions that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a
whole class.
Full Blast Plus 4
Student’s Book , p 30
Ask pupils to work in pairs and
describe a famous / daring
crime that they have seen in a
film or read about in a book /
newspaper. To support less
confident pupils in Activity C,
pause the listening track at
selected intervals to allow
thinking time. Alternatively,
read and pause at specific
intervals from the audio script
in the Teacher’s Book if it helps
less proficient pupils to listen to
your voice rather than that of a
native speaker. Play the track
from the CD when pupils feel
more confident.
appropriate strategy/ strategies
based on the needs of the
pupils.

WEEK:
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S):
Science and Technology
LANGUAGE/GRAMMAR FOCUS: words / phrases
describing an accident / connected to trains/ questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Speaking 2.1.2
Ask about and
explain causes and
consequences of
actions
events
simple processes
Complementary
Skill
Writing 4.1.4
Express and
respond to opinions
and common
feelings such as
amusement, anger
and regret
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to read the role for
Student A in the Student’s Book and the questions below in the blue box with
talk partner(s) and ask them to think of some plausible answers. When ready,
collect responses.
Lesson delivery
This lesson focuses on the speaking activity in the textbook. See the
Teacher’s Book for detailed guidance. The speaking activity must be
extended in order to meet the main skill by adding two more roles to the
original role play. Divide pupils into groups of four. Pupil A and B take the
roles Student A and B in Student’s Book. Pupil C is a second reporter (see
Student A in the Student’s Book). Pupil D is the train driver. Give a role card
to pupil D saying: Imagine you are the train driver. You forgot to slow down
the train and had to slam on the break to stop the train crashing into the
platform. The train came off the track. Carry out interviews A-B, C-D then A-
D, C-B. When interviews are complete collect responses. Ask: What caused
the train crash? What happened after the train came off the track? How did
the driver feel? How did the eye witness feel? In the same groups of four, ask
pupils to write a short newspaper article about the accident including a quote
from the eyewitness and train driver describing how they felt about the
accident.
*Give pupils homework for the next lesson (Lesson 24 Writing 4,
Activity C, p33) This way pupils can review the linking words / phrases
activity at home so that you can use class time to focus on the writing
activity.
Post-lesson.
Do a hot seat activity. Ask one volunteer to take on the role of the driver. Tell
the volunteer they must answer the questions in character of the driver. The
rest of the class take turns to ask the driver questions i.e. how long have you
Full Blast Plus
4 Student’s
Book, p 31
Teacher’s
Book, p 31
diary entry of the train driver
explaining why he didn’t slow
down the train in time, that
happened afterwards and
how he feels about the
accident.
proficient pupils depending
on their needs, such as by
providing vocabulary to use
in the speaking activity, or
sentences.

been a train driver? Volunteer uses imagination to give appropriate answers.
Ask for a new volunteer to take on the role of a passenger or eyewitness.
WEEK:
__
LESSON 24 (Writing 4) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Creativity and
Innovation
LANGUAGE/GRAMMAR FOCUS: narrative tenses /
language and expressions / linking words
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
Complementary
Skill
Reading 3.1.6
Recognise with
support typical
features at word,
sentence and text
levels of an
increased range of
genres
Pre-lesson
Activate prior knowledge in this lesson by asking pupils for examples of
thriller stories they are familiar with and brainstorming the typical features
of the thriller genre. With talk partner(s) give pupils one minute to write
words connected with the thriller genre. Collect responses (i.e. suspense,
thrill, excitement, scare, danger, action, anticipation, anxiety, surprise).
Lesson delivery
This lesson focuses on Activity D (B is optional; C was given as
homework in previous lesson). See Teacher’s Book for detailed
guidance. Skip Activity A. Allow pupils to check their answers to Activity C
(given as homework) in pairs before reading the text as a class with the
correct linking words / phrases, nominating pupils to explain the correct
answer for statements 1-8. If you have time to complete Activity B (which
can help further address the complementary skill), extend it by adding a
stage where pupils find the elements of thriller in the story (vocabulary,
setting, atmosphere etc). For Activity D tell pupils they are going to write a
story of 5 or more paragraphs. Before they start writing, ask pupils to
write a plan of their story with a brief description of action / setting for
each paragraph. Monitor as pupils write their plans and give help to those
who find it hard to formulate ideas. When you have checked writing plans,
pupils can write their stories. Allow pupils to complete stories for
homework if there is not enough time in class.
Writing a plan for Activity D focuses on the main skill and Activity C and B
(optional with extension) address the complementary skill.
Full Blast Plus 4
Student’s Book,
pp 32-33
Teacher’s Book,
pp 32-33
Fast finishers can make a
start on their final versions of
the writing. Alternatively, they
can write a selection of
exciting, intriguing opening
story lines that will make the
reader want to continue
reading.

Post-lesson.
First demonstrate on board, and then ask pupils with talk partner(s) to
come up with an exciting opening line to a thriller story which immediately
catches the reader’s interest. Collect responses to share.
WEEK:
__
LESSON 25 (Revision 4) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
select
LANGUAGE/GRAMMAR FOCUS: Teacher to decide
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.1
Explain briefly the
feelings and
opinions a text
provokes in them

Unit 3
WEEK:
__
LESSON 27 (Reading 5) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial
Education
LANGUAGE/GRAMMAR FOCUS: language of
description, advertisements
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss
their shopping habits. Put the following two questions on the board:
Do you think shopping is a chore or a leisure activity? When was the
last time you went shopping? What did you buy? Give pupils the
opportunity to discuss their ideas with talk partner(s) before
collecting responses. Use this activity to elicit other vocabulary
relevant to the topic of shopping.
Lesson delivery
This lesson focuses on Activities A, B, C and E. See the
Teacher’s Book for detailed guidance. Complete Activity A. Note
that in Activity B pupils are asked to read for gist. Allow pupils time
to discuss their ideas with their talk partner(s) before collecting
responses. In order to meet the complementary skill, allow pupils
time to discuss ideas with their talk partner(s) before opening up the
discussion to the class. Encourage pupils to expand on the answers
by explaining and justifying their points of view.
Activities B and C focus on developing the main skill and Activity E
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new
words or phrases that they have learned in relation to shopping.
class.
Full Blast Plus 4
Student’s Book,
pp 38-39
Teacher’s Book,
pp 38-39
Activity D can be given for
homework if time does not
allow doing it during class time.
Alternatively fast finishers can
complete Activity D in class and
the rest at home. Pupils can
use dictionaries to check their
answers. Ensure to give out the
answer key and explain
answers if necessary. ,.
the speaking tasks, or sentence
starters and model sentence
produce sentences.
appropriate strategy /strategies
based on the needs of the
pupils.

WEEK:
__ LESSON 28 (Language Awareness 5) MAIN SKILL(S) FOCUS: Language Awareness THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S):
Financial Education
LANGUAGE/GRAMMAR FOCUS: modal verbs
expressing possibility / obligation / prohibition / future
predictions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Play a game revising the use of modal verbs. For example: Each
pupil is given a card with a list of challenging activities such as touch
your toes while standing on one leg, speak 5 words backwards;
wiggle your ears etc. The pupils speak to everybody in their group to
find out about their past and present abilities by asking 'Can you...?'
and 'Could you...? with one activity on their card. Pupils put a tick on
the back of the card each time a classmate answers 'Yes, I can' or
'Yes, I could'. If possible, the classmate should also prove their
ability by completing the activity on the card. When ready, collect
responses.
Lesson delivery
This lesson focuses on the Grammar activities. See the
Teacher’s Book for detailed guidance. Always give pupils the
opportunity to check and discuss their answers in small groups
before collecting responses.
Complete the Vocabulary activities as a follow up
Post-lesson
Ask pupil to make up some amusing sentences using the structure
‘would rather….than….’ i.e. ‘I would rather cycle through a herd of
angry elephants than do my language homework.’ Share responses
with class.
Full Blast Plus 4
40
40

WEEK:
__ LESSON 29 (Listening 5) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: words and phrases
connected with shopping
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Activate prior knowledge of the relevant vocabulary by going through the
listening transcript in the Teacher’s Book and making a list of any words /
phrases your pupils may find challenging. List these on the board. Ask
pupils in groups to come up with a definition of the words / phrases listed
on the board. When ready collect responses.
Lesson delivery
This lesson focuses on Activities A and B. See the Teacher’s Book for
detailed guidance. Give pupils the opportunity to check and discuss their
answers in small groups before collecting responses.
Activities A and B focus on developing the main skill.
In order to meet the complementary skill add another stage after collecting
responses for Activity B. Put on the board:
 Explain what is happening at ‘Sportstime’ (half price, walking boots,
tracksuits)
 Explain what is good and bad about Big Roy’s (trendy, parking, out of
town, no returns)
 Explain why Eye Style is the presenter’s favourite (quality, price,
discounts, this week…)
Ask pupils to use the words in brackets to help them answer the questions.
Let them give their explanation to their talk partner(s) before collecting
responses.
Use additional lesson activities if time allows such as: using the recording
from the Reading Lesson covered previously in the lesson sequence.
Post-lesson
Play a game such as word bingo or true / false definitions to revise words
and phrases introduced in pre-lesson.
Full Blast Plus 4
Teacher’s Book,
p41
Full Blast Plus 4
Audio CD
track at selected intervals
to allow thinking time.
Alternatively, read and
pause at specific intervals
from the audio script in
the Teacher’s Book if it
helps less proficient pupils
to listen to your voice
speaker. Play the track
from the CD when pupils
feel more confident.
For additional
differentiation strategies,
please refer to the
provided list of
strategy /strategies based
on the needs of the pupils.

WEEK:
__ LESSON 30 (Speaking 5) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: giving opinions;
comparing / contrasting; words and phrases connected
with shopping and discount shops
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Speaking 2.1.3
Explain advantages
and disadvantages
of plans and
ambitions
Complementary
Skill
Reading 3.1.4
Use independently
familiar and some
unfamiliar print and
digital resources to
check meaning and
extend
understanding
Pre-lesson
Activate prior knowledge of shopping vocabulary by playing a game.
For example: Take a piece of paper and cut into small squares.
Make sure you have one square for each pupil. On half the squares
put a word / phrase related to shopping. On the other half put a
corresponding definition. Give each pupil a paper. Tell them to stand
up and mingle until they find their partner, i.e. pupil with word and
pupil with correct definition.
Lesson delivery
This lesson focuses on Activities A, B and ‘Discuss’ on the unit
first page (p 37). See the Teacher’s Book for detailed guidance.
Activities A and B focus on developing the main skill for this lesson.
The third activity of ‘Discuss’ focuses on developing the
complementary skill. Allow pupils to guess the meaning of the
phrases in bold before using dictionaries or digital resources to look
up the meaning. You may need to provide further examples to clarify
meaning.
Post-lesson
Ask pupils to write sentences that contain the words from the
‘Discuss’ activity. Monitor and provide support for any problems with
form or spelling. When ready, select pupils to read out their
sentences. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
the vocabulary from this lesson.
Full Blast Plus 4
Student’s Book, pp 37
& 42
Teacher’s Book, pp 37
& 42
Fast finishers can be given
the activity to create an
advertisement for another
discount shop selling
something of their own
choice.
the speaking tasks, or
sentences.

WEEK:
__ LESSON 31 (Writing 5) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: questionnaire
language; words and phrases connected with personal
information
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Writing 4.2.2
Spell written work
on a range of text
types with
reasonable
accuracy
Complementary
Skill
Speaking 2.3.1
Confirm
understanding in
discourse-level
exchanges by
repeating back what
a speaker has said
Pre-lesson
Play a shopping word spelling game. For example: Ask for a volunteer to
come to the board and ask: How do you spell… (value, receipt, discounts,
bargain, offer, shopaholic, shopping therapy)? Write on the board the
word the volunteer spells out. Ask the class: is this right? Pupils respond
by showing appropriate card (red to show No and green to show Yes).
Lesson delivery
This lesson focuses on Activity A and B. See the Teacher’s Book for
detailed guidance.
In order to meet the complementary skill, ask pupils first to look at the first
part of the questionnaire and discuss questions 1 and 2 with talk
partner(s). When ready, collect responses. Put pupils in new pairs and
ask pupil A to interview pupil B using the second half of the questionnaire.
Ask all pairs to confirm their understanding of the question/response
when necessary, repeating back what he/she answered. When pairs are
finished, ask them to swap roles, i.e. pupil B interviews pupil A using the
second half of the questionnaire. Get both partners to check the
completed forms with their details and correct any spelling mistakes. Ask
pupils to use the completed questionnaire to write 5-7 sentences about
their talk partner’s shopping habits. Remind pupils to pay attention to their
spelling.
Post-lesson
Share some of the pupil’s sentences describing their partner’s shopping
habits with the class.
Full Blast Plus 4
Teacher’s Book,
p43
Support can be given to
less proficient pupils
depending on their needs,
such as by providing
vocabulary to use in the
writing or speaking tasks.
For the pre-lesson activity,
allow pupils who struggle to
spell words from memory to
spell words on paper (like in
their notebook) before
verbally spelling them.
Choose words that are less
challenging for less
proficient pupils.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
__ LESSON 33 (Reading 6) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: persuasive
language; focusing on the results of action; words and
phrases connected with shops
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.6
Recognise with
support typical
features at word,
sentence and text
levels of an
increased range
of genres
Complementary
Skill
Reading 3.1.3
Guess the
meaning of
unfamiliar words
from clues
provided by other
words and by
context on a wide
range of familiar
topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils what they think is the
purpose of these different text types: advertisements, arguments, charity
appeals. Collect response and conclude the discussion by explaining that they
are meant to influence people’s thinking and persuade them to change their
belief or behaviour (making them buy goods).
Lesson delivery
This lesson focuses on Activities A, B and D. See the Teacher’s Book for
detailed guidance.
For Activities A, B and D, give pupils the opportunity to check and discuss their
answers in small groups before collecting responses. In order to meet the main
skill create a new stage after completing Activity B. Explain that writers use
certain features or techniques to influence and persuade readers such as the
use of rhetorical questions, facts and evidence, strong adjectives like ‘starving’.
Explain any difficult vocabulary and then ask pupils to skim read the text to find
examples of these typical features. Collect responses asking pupils to give
evidence or quotations from the text. To focus on the complementary skill, ask
pupils to complete Activity D in pairs/small groups. Pupils can use dictionaries
to check their answers. When ready collect responses and explain answers if
necessary. Do not ask reading comprehension questions in the Teacher’s
Book unless necessary and only do so at the end of the lesson. This is to help
pupils focus on overall understanding of a text and not worry too much about
the details.
Post-lesson
Then get pupils to discuss the questions in Activity E. Collect responses and
hold a class discussion.
Full Blast Plus 4
Student’s Book,
pp 44-45
Teacher’s Book
pp 44-45
Activity C can be given for
homework if time does not
allow doing it during class
time. Alternatively fast
finishers can complete
Activity C in class and the
rest at home.
For additional
please refer to the
provided list of

WEEK:
__ LESSON 34 (Language Awareness 6) MAIN SKILL(S) FOCUS: Language Awareness THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: present perfect
simple and present perfect continuous
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Activate prior knowledge in this lesson by writing sentences on the
board in the present perfect simple and the present perfect
continuous. Ask pupils to work with their talk partner(s) and: say
which verb form has been used; why has it been used; and come up
with another example using the same tense for the same reason.
When ready collect answers onto the board – encourage the rest of
the class to say if they agree or disagree with the explanations
given.
Lesson delivery
This lesson focuses on the grammar activity. See the Teacher’s
Book for detailed guidance. For Activity A give pupils the opportunity
to check and discuss their answers in small groups before collecting
responses.
Additional lesson activities may be required: use the Vocabulary
activity on phrasal verbs with ‘get’ and ‘put’.
Post-lesson
Play a game to revise the perfect tense. Have a list of words
commonly used with the perfect (see list in the materials column).
Divide the class into 2-4 groups (depending on size of class) Put
one of the words on the board. The pupils must come up with a
sentence using the present perfect and the word on the board. The
first group to do so gets a point but only if the sentence is
grammatically correct. Continue with another word from the list. The
group with the most points wins.
Full Blast Plus 4
46
46
List for post-lesson
game.
twice, once, for, in the
last month, lately,
since, yet, up to now, at
last, ever, never, at
last, recently, so far,
this week, already, in
the last week
strategy /strategies based on

WEEK:
__ LESSON 35 (Listening 6) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: describing a job;
words and phrases connected with shopping
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Prepare an activity to revise some of the shopping words / phrases
used in the unit so far. For example shopping word bingo. Give
pupils a piece of paper with a grid of 3 x 3 squares. List the
shopping words / phrases from the unit so far on the board. Pupils
fill their grid with 9 words from the board of their own choice. When
everybody is ready, give a definition of the words chosen randomly
from the board. If pupils have that word they can cross it off the grid.
The first to get a line across or down wins. Make sure to check they
have chosen the right word for your definitions.
Lesson delivery
This lesson focuses on Activities A and B. See the Teacher’s
Book for detailed guidance.
Extend Activity A by asking pupils to explain and/or justify their
responses to a talk partner. Activity B focuses on the main skill. In
order to meet the complementary skill, add a stage at the end of
Activity B. See ‘Optional post-listening activity’ in the Teacher’s
Book. Ask pupils to discuss the three questions with their talk
partner(s) and justify their point of view. When ready, collect
responses and open up the discussion to the whole class.
Post-lesson
words or phrases that they have learned in relation to shopping.
class.
Full Blast Plus 4
confident.

WEEK:
__ LESSON 36 (Speaking 6) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: language of
comparing and contrasting; words phrases describing
jobs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Speaking 2.1.4
Explain and justify
own point of view
Complementary
Skill
Writing 4.1.3
Explain the main
points of an idea or
argument
Pre-lesson
Activate prior knowledge in this lesson by playing the A-Z of jobs. Pupils
work with talk partner(s). Give each pair a piece of paper. Tell them to write
the alphabet down the left hand margin. When ready set a time limit and
ask pupils to write one profession for every letter of the alphabet (i.e. A -
actor, B - builder…Z- zoologist) Pupils score a point for every correct
answer but some letters are quite tricky.
Lesson delivery
This lesson focuses on Activities A and B of Speaking. See the
Teacher’s Book for detailed guidance. Give pupils the opportunity to check
and discuss their answers in small groups before collecting responses.
Collect responses to Activities A and B and have a short class discussion
about what pupils consider their ideal job. Elicit the names of different jobs
on the board and ask what sort of characteristics a person would need to
do the job and what sort of skills or qualifications. In order to meet the
complementary skill, add a new stage where pupils write a short paragraph
describing their ideal job and why they think it is perfect for them. Remind
pupils to use the sort of persuasive language covered in Lesson 33.
Post-lesson.
Put pupils in groups and tell them to take turns to read their drafts. Tell the
rest of the group to listen carefully and feedback on whether the ideas were
organised and clear enough and how successful the use of persuasive
language was.
Full Blast Plus 4
Student’s Book, p
47
Teacher’s Book, p
47
Less confident pupils can
write one paragraph in the
writing activity, with three
sentences describing their
ideal job and giving an
explanation why.
For additional
please refer to the
provided list of

WEEK:
__ LESSON 37 (Writing 6) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: formal language of
letter writing; words / phrases typically used in letter
writing
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.2.3
Produce an
extended plan or
draft and modify
this
appropriately in
response to
feedback or
independently
Complementary
Skill
Writing 4.2.4
Use formal and
informal
registers
appropriate to
the target
audience in most
familiar
situations
Pre-lesson
Write on the board 6 sentences / phrases (3 using formal language, 3 using
informal language). Ask pupils what is different about the sentences. If
pupils’ responses focus on content, ask them to think of the difference in
terms of style. Once you have established formal / informal language ask
pupils to work with talk partner(s) and change the formal phrases / sentences
to informal and the informal to formal.
Lesson delivery
This lesson focuses on Activities B, C, D, E and F. See the Teacher’s
book for detailed guidance.
Skip Activity A to allow time for main activities and go straight to Activity B.
Activities D and E focus on developing the complementary skill of the lesson.
Give pupils the opportunity to check and discuss their answers in small
groups before collecting responses. To save time consider splitting the
sentences within these activities among groups of three pupils (2-3
sentences each). You can also skip Activity C if you need to allocate more
time for Activity F.
Go through the Plan and ask pupils to prepare their own plans for the formal
email/letter. Once pupils have completed their plans, ask them to check if
their ideas correspond to those in the plan in the Student’s Book. Tell them to
modify their plans if necessary. Ask pupils to start writing some content
under the main part and other parts of the plan if time allows. Pupils can
complete their emails/letters at home.
Activity F develops the main skill and Activities B-E develop the
Post-lesson
Choose a post-lesson that summarises pupils learning. For example putting
the paragraphs of an application email in the right order.
Full Blast Plus 4
Student’s Book
pp 48-49
Teacher’s Book
pp 48-49
Fast finishers can make a
start on their letters.
Alternatively, if there are
any unfinished vocabulary
activities in the unit, they
can be completed.
vocabulary and phrases to
use in the writing task.
Monitor as pupils work and
if necessary work through
Activities D and E with the
pupils

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
TOPIC: Teacher to select CROSS CURRICULAR ELEMENT(S):
Teacher to select
LANGUAGE/GRAMMAR FOCUS:
Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.2
Explain in detail the
development of plot,
characters and
themes in a text
Focus on development of plot.

Unit 4
WEEK:
__
TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information
connected with education, future plans and predictions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Activate prior knowledge in this lesson using ‘Discuss’ in the Unit
opener of Student’s Book (p 51). Give pupils the opportunity to
discuss their ideas with talk partner(s) before collecting responses
and discussing as a class.
Lesson delivery
This lesson focuses on Activities A, B, C and D. See the
Teacher’s Book for detailed guidance. Note that in Activity C pupils
are asked to read for gist. Allow pupils time to discuss their ideas
with their talk partner(s) before collecting responses.
In order to meet the complementary skill, add another stage after
collecting the responses to Activity D. In pairs, pupil A closes his/her
book. Pupil B asks pupil A one of the questions 1-4 (from Activity B).
Pupil A answers the question giving an explanation in own words
which uses the information in the text. Once A has given an answer,
A then asks B a different question. Pupils take turns to answer all
four questions in own words.
Activities C and D focus on developing the main skill for this lesson.
Activity B with extended activity focuses on developing the
Post-lesson
Ask pupils look at Activity F with their talk partner(s). Allow enough
time for pupils to come up with some ideas then collect responses to
discuss as a class.
Full Blast Plus 4
53
53
Fast finishers can move on to
Activity E. Alternatively, this
activity can be given as
homework.
the speaking tasks, or
sentences.

WEEK:
__ LESSON 41(Language Awareness 7) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
LANGUAGE/GRAMMAR FOCUS: Future tenses: will,
going to, future perfect simple. All / both / neither / none /
either
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Play a game to review future tenses. Alternatively, ask pupils to
discuss their future plans either the immediate future i.e. the
weekend or more distant future i.e. college /career etc.
Lesson delivery
This lesson focuses on the grammar activities.
See the Teacher’s Book for detailed guidance.
Post-lesson
Ask pupils to write down sentences that use the three different
future verb forms. Monitor and provide support for any problems
with choosing the correct future form. When ready, select pupils to
read out their sentences. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review the future verb form or vocabulary from this lesson.
Full Blast Plus 4
55
55
Fast finishers can complete
the Vocabulary activities.

WEEK:
LANGUAGE/GRAMMAR FOCUS: expressing opinions;
words and phrases connected with schools and
education
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.3
Recognise
independently
attitudes or opinions
in extended texts on
a wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Pupils work with talk partner(s) to answer the question: What makes
a good school? Either leave open for pupils to come up with own
ideas or put on the board: good leadership from Head teacher; well-
qualified teachers; excellent IT facilities (computers); small class
sizes; good sports facilities; good Arts facilities (musical instruments,
paints); a lot of extracurricular activities on offer; plenty of school
trips every year. Pupils can chose which options make a good
school or put all the options in order of importance.
Lesson delivery
This lesson focuses on Activities A and B of the Listening
activity. See the Teacher’s Book for detailed guidance.
In order to meet the complementary skill, add a stage after
completing Activity B. Divide pupils into groups of 6 (smaller if
necessary) Give each member of the group a letter A-F. On the
board put: A school meals, B sports facilities, C computers, D school
library, E playground facilities, F after school language club (change
these options to better suit own school needs). Explain that the
school has been given some money and they must decide what to
spend the money on. Each pupil must put forward the option given
to them and explain why their option is best and justify their opinion.
Give pupils time to think of ideas before starting the debate. Pupils
take it in turns to put forward their opinion and justifications before
holding a group discussion and coming up with a solution.
Post-lesson
Have one member from each group state their decision and
justification for their decision. Open up to class discussion.
Full Blast Plus 4
Full Blast Plus 4 Audio
CD
Fast finishers can move on to
the Vocabulary activities in
the Student’s Book.
Alternatively, some of these
activities can be given for
homework.
confident.

WEEK:
LANGUAGE/GRAMMAR FOCUS: talking about
technology and education; expressing opinion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.3
Use appropriate
communication
strategies
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Speaking 2.3.1
Confirm
understanding in
discourse-level
exchanges by
repeating back what
a speaker has said
Complementary
Skill
Reading 3.1.4
Use independently
familiar and some
check meaning and
extend
understanding
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss the following
questions in small groups. What is virtual reality? How is it used for
entertainment purposes? How is it used for educational purposes? (i.e. gaming
and medical or military training)
Lesson delivery
This lesson focuses on Activities A and B of the speaking activity.
See the Teacher’s Book for detailed guidance. Start with Activity A. To meet
the complementary skill, add a new stage at the beginning of Activity B. Ask
pupils to work with their talk partner(s) and use digital resources or, if
unavailable, dictionaries, to look up / check the meaning of the words in the
blue box and, if necessary, ‘e-books’, ‘interactive whiteboard’ and ‘virtual
reality’. Collect responses and share with the class.
Activity B focuses on developing the main skill for this lesson. The additional
stage at the beginning of Activity B addresses the complementary skill.
Remind pupils that when appropriate, they should use the words in the blue
box. In order to fully meet the main learning skill, add a new stage to the
discussion. First draw pupils’ attention to the ‘TIP’ and explain it (see Teacher’s
Book for instructions) then explain to pupils that they should respond to each
other’s ideas by saying ‘So, you think that…’ followed by a summary of what
the pupil has just said. If the summary is correct, they can move on, if not, the
pupil replies ‘no, what I think is…’ When pupils are ready, collect responses
and share as a class.
Post-lesson
Check pupil understanding of the words in the blue box. Divide the class into
groups. Give a definition of one of the words. See which group can give the
right word first. Alternatively, pupils work in small groups and take it in turns to
describe the meaning of a word for the rest of the group to guess.
Full Blast Plus 4
Student’s Book,
p56
Teacher’s Book,
p56
Print or digital
resources
Computer lab or
access to
computers (tablets
or laptops) if using
digital research
tools
Fast finishers can move
on to the Vocabulary
activities in the
Student’s Book.
Alternatively, some of
these activities can be
given for homework.
depending on their
needs, such as by
providing vocabulary to
use in the speaking
tasks, or sentence
starters and model
sentence constructions
to help the pupil
produce sentences.
For additional
please refer to the
provided list of
strategy /strategies
based on the needs of
the pupils.

WEEK:
TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S):Information
LANGUAGE/GRAMMAR FOCUS: putting forward a
balanced argument i.e. advantages and disadvantages
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.4
Express and
respond to opinions
and common
feelings such as
amusement, anger
and regret
Complementary
Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to talk
about reading. With talk partner(s) answer the following: Do you
enjoy reading? Have you read a good book recently? What is your
favourite book? When / where do you read most often? Where is
your favourite place to read? When ready, collect responses and
share with class.
Lesson delivery
This lesson focuses on Activities A, B, D and E of the writing
activity. See the Teacher’s Book for detailed guidance. Allow pupils
time to discuss their ideas with their talk partner(s) before collecting
responses.
Follow instruction for Activity A. Activity B focuses on developing the
complementary skill for this lesson. Activities D and E focus on the
main skill.
Post-lesson
Play a game revising some of the new shopping / technology
vocabulary introduced in Unit 4a. Alternatively, ask pupils to identify
with their talk partner(s) at least five new words or phrases that they
have learned in relation to the topic of shopping / future technology
in Unit 4a. When pupils are ready, collect and share words/phrases
as a whole class.
Full Blast Plus 4
Student’s Book, p 56-
57
Teacher’s Book, p 56-
57
Activity C can be given as
homework.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
describing popular culture / music; explaining the roots
of popular culture
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.2
Explore and
expand ideas for
personal
development by
reading
independently and
widely
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.2.1
Read a variety of
suitable print and
digital texts to
investigate and
analyse national
issues
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to discuss the
questions in Activity A first in pairs then in small groups. When ready, collect
responses and open up to class discussion.
Lesson delivery
This lesson focuses on Activities B, C and E of the reading activity. See
the Teacher’s Book for detailed guidance. Allow pupils time to discuss their
ideas with their talk partner(s) before collecting responses.
Activities B and C focus on developing the main skill for this lesson. In order
to fully meet the main skill, if possible, a new stage should be added after
pupils have completed Activity B where pupils work in small groups and use
the internet to investigate the following: what is the most popular kind of
music amongst teenagers in Malaysia; which are the most popular
bands/groups; the name of any famous hip-hop groups. If digital resources
are not available, pupils should discuss these questions when they
participate in Activity E. If pupils are able investigate the questions, collect
responses before completing Activity C. To fully meet the complementary
skill, add a new stage after pupils have completed Activity E, asking pupils to
name their own favourite type of music / band / group to their talk partner(s)
and justify their preference(s) with an explanation of the reasons why. When
ready, collect responses and share as a class.
Post-lesson
Tell pupils that in some countries, music festivals lasting 3-4 days are popular
with older teenagers. Thousands of young people go to the festivals to listen
to different bands and camp overnight in tents. Ask pupils to discuss: Have
they been to a music festival? Would they like to go to a music festival that
lasted 3-4 days? Why? / Why not? Would they like to go to a music festival in
a different country?
Full Blast Plus 4
Student’s Book,
pp 58-59
Teacher’s Book,
pp 58-59
speaking tasks, or
sentence starters and
model sentence
constructions to help the
pupil produce sentences.
Alternatively, reduce the
number of questions the
pupils have to complete in
Activities B and C.
For additional
please refer to the
provided list of

WEEK:
LANGUAGE/GRAMMAR FOCUS: Zero, first and
second conditionals
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to
complete the sentences. On the board write the first clause of
several conditional sentences (zero, first or second) and get pupils
to complete them i.e. If it snowed tomorrow, I ……..; When I water
the flowers,…..; If I get a lot of homework tonight, ….
Lesson delivery
Additional lesson activities may be required: either create activities
to further practise the conditional tenses or use the Vocabulary
activity on correct word forms.
Post-lesson
Ask pupils to write the first clause of a number of conditional
sentences. When ready swap with a partner to complete. Encourage
pupils to make imaginative or humorous sentences. Monitor and
provide support for any problems with forming the clauses with the
correct tense or will / would. When ready, select pupils to read out
their sentences. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review the Conditional forms from this lesson.
Full Blast Plus 4
60
60

WEEK:
LANGUAGE/GRAMMAR FOCUS: talking about teen
issues; narrating and expressing feelings; adjectives
describing mood
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.5
Understand
independently more
complex questions
on a wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Play a game to review zero, first or second conditionals from the
previous lesson. Alternatively, choose another appropriate pre-
lesson activity that better suits pupils’ needs/interests and that will
review the listening vocabulary and prepare the pupils for the
lesson.
Lesson delivery
This lesson focuses on Activities A, B and C of the listening
activity. See the Teacher’s Book for detailed guidance. Allow pupils
responses.
Activity A focuses on developing the complementary skill for this
lesson. To fully meet the complementary skill, remind pupils to
expand on their answers and fully justify their opinions. Activities B
and C focus on developing the main skill for this lesson.
Post-lesson
In small groups, ask pupils to discuss the sort of questions that were
asked in the quiz. Do they think they were relevant questions? Can
they think of any other relevant questions describing a different
scenario of peer pressure? Is there any truth in these kinds of
quizzes? Why / why not? When ready, collect responses and open
up to class discussion.
Full Blast Plus 4
CD
confident.

WEEK:
describing feelings
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.1.2
Ask about and
explain causes and
consequences of
actions
events
simple processes
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in the lesson’s focus by giving pupils a
scenario with two people where one of them feels awkward about
something they have / haven’t done. (For example: you forgot to
meet your best friend at the cinema. You meet your best friend the
next morning in school) Ask pupils to act out the dialogue. When
ready, ask some pupils to act out their dialogues to the class.
Lesson delivery
This lesson focuses on the speaking and listening activities.
See the Teacher’s Book for detailed guidance. Allow pupils time to
discuss their ideas with their talk partner(s) before collecting
responses.
The speaking activity focuses on developing the main skill in this
lesson. To fully meet the main skill, after you have asked pupils to
look at the picture (see the Teacher’s notes) ask: What do you think
is the cause of the problem here? What do you think will be the
consequences? Allow pupils a minute to discuss with talk partner(s)
before collecting the responses. The listening Activities A and B
focus on developing the complementary skill in this lesson.
Post-lesson
Do a hot seat activity. Divide the class into small groups (3-5) Ask
one pupil to sit in the ‘hot seat’ in the middle with the other pupils in
a circle around. The pupil in the hot-seat is Monica (from listening
activity) The other pupils ask questions about the surprise party and
why Monica left immediately.
Full Blast Plus 4
CD
them an explanation of the
words in the blue box and
model sentences using the
relevant vocabulary.

WEEK:
LANGUAGE/GRAMMAR FOCUS: discussing
advantages and disadvantages; expressing opinion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
Complementary
Skill
Reading 3.1.6
Recognise with
support typical
features at word,
sentence and text
levels of an
increased range of
genres
Pre-lesson
Activate prior knowledge in this lesson by brainstorming the typical
features of a balanced argument (or in other words an advantages and
disadvantages essay). With talk partner(s) give pupils three minutes to
write down typical connectives used in such essays to introduce further
ideas in support and opposite ideas against. (i.e. however, although, on
the other hand, on the contrary, in contrast, firstly, finally, furthermore,
also, in addition) When ready, collect responses.
Lesson delivery
This lesson focuses on Activities B and D of the writing activity. See
the Teacher’s Book for detailed guidance. Allow pupils time to discuss
their ideas with their talk partner(s) before collecting responses. To allow
time for the main activities, get pupils to complete Activity B within
controlled time like in an exam (or you could give it as homework at the
end of Lesson 49 to get pupils to think about the text structure ahead of
the writing lesson). Follow instructions in the Teacher’s Book for Activity
D. Before pupils write their essay, ask them to create their own plan with
a brief explanation of the ideas they will include in each paragraph. This
is crucial to help pupils improve their planning skills. Monitor this activity
and refer pupils back to the plan in the Student’s Book if necessary.
Activity D focuses on developing the main skill for this lesson. Activity B
focuses on developing the complementary skill for this lesson.
Pupils can complete their advantages and disadvantages essay as
homework if they are not able to complete in class. Teachers can use the
Revision lesson to go over pupils’ writing which was completed as
homework.
Post-lesson
Ask pupils to review their learning in this unit by describing what they
enjoyed doing most and what they enjoyed doing least. What have they
mastered and what do they think they need further practice with? Allow
pupils to discuss their ideas with their talk partner(s) before collecting
ideas as a class.
Full Blast Plus 4
Student’s Book,
pp 62-63
Teacher’s Book,
pp 62-63
their needs, such as helping
them formulate some
advantages and
disadvantages for their essay
and provide opening
sentences to introduce the
advantages and then
disadvantages. Monitor
carefully as pupils put their
ideas together and assist
when appropriate.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.2
characters and
themes in a text
Focus on characters only.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.2
characters and
themes in a text
Focus on characters only.
Teachers to select For differentiation strategies,

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK BASED LESSON
WEEK:
__ LESSON 54 & 55 (Mid-Year Revision 1&2) MAIN SKILL(S) FOCUS: Mid-Year Revision THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Teachers will need to develop their own lesson based on the needs
of their pupils.
There are some revision materials at the end of the Student’s Book.
other resources
the needs of the pupils

Unit 5
WEEK:
__
TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global
Sustainability
travelling experiences; sequencing past action and
events; words and phrases describing travelling through
rain forests
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
opener of Student’s Book. Give pupils the opportunity to discuss their
ideas with talk partner(s) before collecting responses. Use this activity
to elicit other vocabulary relevant to the topic of travelling.
Lesson delivery
This lesson focuses on Activities A, B, C and E. See the Teacher’s
Book for detailed guidance. Look at Activity A as a class. Note that in
Activity B pupils are asked to read for gist. Allow pupils time to discuss
their ideas with their talk partner(s) before collecting responses.
Before pupils complete Activity C, draw their attention to the tip box
and read together as a class. In order to meet the complementary
skill, encourage pupils to expand on their answers in Activity E by
explaining and justifying their points of view.
Activity C focuses on developing the main skill for this lesson. Activity
E focuses on the complementary skill.
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new words
or phrases that they have learned in relation to travelling. When pupils
are ready, collect and share words/phrases as a whole class.
Full Blast Plus 4
Student’s Book, pp
67-69
Teacher’s Book, pp
67-69
Print or digital
resources
Computer lab or
access to computers
(tablets or laptops) if
using digital research
tools

WEEK:
Sustainability
LANGUAGE/GRAMMAR FOCUS: past perfect simple /
past perfect continuous
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Activate prior knowledge in this lesson by writing sentences on the
board in the past perfect simple and the past perfect continuous.
Ask pupils to work with their talk partner(s) and: say which verb form
has been used; why has it been used; and come up with another
example using the same tense for the same reason.
When ready collect answers onto the board – encourage the rest of
the class to say if they agree or disagree with other pupil’s
explanation and example.
Lesson delivery
This lesson focuses on the grammar activities. See the
Teacher’s Book for detailed guidance. Give pupils the opportunity to
check and discuss their answers in small groups before collecting
responses.
to further practise the past perfect or use the Vocabulary activity on
word forms and compound words.
Post-lesson
Play a game to revise the perfect tense. Divide the class into 2-4
groups (depending on size of class) Put a verb on the board. The
pupils must come up with a sentence using the verb in the past
perfect tense. The first group to do so gets a point but only if the
sentence is grammatically correct and makes sense. Continue with
another verb – after a few turns ask for a sentence using the past
perfect continuous. The group with the most points wins!
Full Blast Plus 4
70
Teacher’s Book, p 69-
70

WEEK:
Sustainability
LANGUAGE/GRAMMAR FOCUS: sequencing past
action and events; words and phrases describing snow-
covered landscape.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Listening 1.1.5
Understand
independently more
complex questions
on a wide range of
familiar topics
Complementary
Skill
Speaking 2.4.1
Summarise the
main points of a
story, text or plot
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work in small
groups to answer the following: What’s snow? Where’s snow most likely to
fall? Which countries have a lot of snow? What sports are associated with
snow?
Lesson delivery
This lesson focuses on Activities A, B and C. See the Teacher’s Book for
detailed guidance. Complete Activities A and B. In order to meet the main
skill, ask pupils to close their textbooks and listen again. After listening, ask
them the questions Activity C without reading the multiple choices. (You
should convert question 5 statement to a question like Why did Carrie panic
when Mark pulled her leg?). Give pupils the opportunity to check and discuss
their answers in small groups before collecting responses. Ask pupils to open
their textbooks and quickly complete the multiple choice questions in Activity
C (with or without listening depending on your class proficiency level).
In order to meet the complementary skill, add another stage after Activity C.
Divide the class in groups of 4 (A-D). Pupil A takes the role of Carrie and
summarise to pupil B what happened from her point of view. Pupil C takes
the role of Mark and summarise to pupil D what happened from his point of
view. Then pupils swap partners. Pupil B repeats Carries story (told by pupil
A) to pupil C. Pupil D repeats Mark’s story (told by pupil C) to pupil A. If time
allows choose 2 competent pupils to do a hot seat activity. One can be Carrie
and one can be Mark while the rest of the class take it in turns to ask
questions about the events of the day of the avalanche
Post-lesson
Elicit what natural disasters are more common in Malaysia. Then use the
Optional post-listening activity in the Teacher’s Book to create a class
discussion, focusing the questions on a natural disaster which pupils are
more familiar with / that happens more commonly in Malaysia.
Full Blast Plus 4
Student’s Book,
p71
Teacher’s Book,
p71
from the audio script in the
Teacher’s Book if it helps
less proficient pupils to
listen to your voice rather
than that of a native
more confident.

WEEK:
Sustainability
action and events; words and phrases describing
feelings; words and phrases describing a beach setting
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Speaking 2.1.5
Express and
respond to feelings
such as
amusement, anger
and regret
Complementary
Skill
Writing 4.1.4
Express and
respond to opinions
and common
feelings such as
amusement, anger
and regret
Pre-lesson
Activate prior knowledge of telling recounts by playing a story-telling
game. For example: Take a piece of paper and cut into 16 squares. A:
on four squares put an adjective describing mood (i.e. miserable,
ecstatic) B: on four more put a different location (i.e. the beach, school
playground) C: on four more an object (i.e. a head scarf, sunglasses) D:
on the last four a verb (i.e. riding, running) Fold the papers in quarters
so pupils cannot see what is written. Divide class into groups. Each
group takes a paper from A-D then makes up a story / recount using all
the picked out words in their stories. When ready, collect responses.
Lesson delivery
This lesson focuses on Activities A and B. See the Teacher’s Book
for detailed guidance.
Activity B focuses on developing the main skill for this lesson.
In order to meet the complementary skill, extend Activity A. Once
candidates have discussed Activities A and B with their talk partner(s)
and responses have been collected to share with the class, ask pupils
to choose one of the pictures. Ask pupils to write a paragraph starting
‘Last Sunday…’ and recount what happened and how they felt either as
the man or the girl depending on the picture they have chosen. Remind
pupils to use words / phrases given below.
Post-lesson
Choose some of the more successful / descriptive recounts. Ask pupils
to read out their recounts to the class. Tell pupils to take on the part of
their chosen character and put expression in their voices as they read
their recounts. If time allows, do a hot seat activity. Choose two pupils
to take on the roles of the characters from the pictures and get the rest
of the pupils to ask questions about their day at the beach.
Full Blast Plus 4
Teacher’s Book,
p72
providing more relevant
speaking tasks, or sentence
starters and model sentence
produce sentences. They can
then use these in the writing
task.

WEEK:
Sustainability
feelings; expressive language, exclamation marks
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.2
Explain causes and
consequences of
i) actions
ii) events or
iii) simple processes
Complementary
Skill
Reading 3.1.5
or no support the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge of telling recounts by playing a story-telling game.
For example: Divide class into small groups. Give each pupil a piece of paper
with something written on it, i.e. a phrase, an object, adjective of mood. Put
the opening line of a story on the board, i.e. ‘Last Saturday Adam was at the
shopping centre when…’ Tell pupils they have to take it in turn to continue
the story but during their turn they need to include the word/phrase written on
their paper without the rest of the group guessing what is written on their
paper. When they have managed to slip their word or phrase into the story
without anyone in the class noticing they can say ‘next’ for another member
in the group to continue.
Lesson delivery
This lesson focuses on Activities A and D. See the Teacher’s Book for
detailed guidance. Activity A focuses on developing the complementary skill
for this lesson.
In order to fully meet the main skill, ask pupils to read the text again and then
write three sentences explaining the cause of an action or event (i.e. The
writer got up early in order to save a sun lounger) and three sentences
explaining the consequence of an action or event (i.e. the towel had fallen on
the floor so it was filthy) In Activity D tell pupils that in their recounts they
must explain why the funny / embarrassing / scary / annoying situation came
about (i.e. the cause) and what happened because of the situation (i.e. the
consequences).
Post-lesson
Choose some of the more successful / descriptive recounts. Ask pupils to
read out their recounts to the class. Tell the rest of the class to listen carefully
as you are going to ask questions at the end. At the end of each recount
chose one pupil and ask what was the cause of this situation? Chose another
pupil and ask them to summarise the consequence of the situation.
Full Blast Plus 4
Student’s Book,
p73
Teacher’s Book,
p73
Any unfinished recounts
can be completed for
homework
such as by helping them
produce an appropriate plan
for their own account. Help
them to come up with some
direct speech, questions,
exclamation marks adverbs
etc. as listed in the TIP.
Allow pupils if necessary to
write a one-paragraph
recount.
.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Full Blast plus 4 or
other resources

WEEK:
Sustainability
feelings; expressive language
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.5
or no support the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.5
Express and
respond to feelings
such as
amusement, anger
and regret
Pre-lesson
Activate prior knowledge in this lesson using Activity A Discuss.
Give pupils the opportunity to discuss their ideas with talk partner(s)
before collecting responses. Use this activity to elicit other
vocabulary relevant to the topic of travelling abroad.
Lesson delivery
This lesson focuses on Activities B, C and E. See the Teacher’s
Book for detailed guidance. Note that in Activity B pupils are asked
to read for gist. Allow pupils time to discuss their ideas with their talk
partner(s) before collecting responses. In order to meet the main
skill, extend Activity C by writing on the board: How did Amanda
feel: i) when she arrived at Marrakech airport, ii) when she was at
the open-air market, iii) when the lady had completed the henna
tattoos on her hands, iv) sitting under the star-filled night sky in the
desert, v) sitting on the camel. Ask pupils to give evidence from the
text to justify their explanations. In order to meet the complementary
skill, ask pupils to expand on their answers in Activity E by saying
how they would feel doing i) – v) above.
Activity E focuses on developing the complementary skill.
Activity D can be given as homework.
Post-lesson
Amanda describes sitting under the starry night sky as magical. Ask
pupils to describe to their talk partner(s) a magical experience they
have had either in Malaysia or abroad. When ready, collect answers
to share as a class.
Full Blast Plus 4
75
75
Activities B and C by eliciting
some answers together then
allowing pupils to find some
answers independently.

WEEK:
Sustainability
LANGUAGE/GRAMMAR FOCUS: Direct speech /
reported speech
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Activate prior knowledge in this lesson by getting pupils to play a
reporting game. For example pupils work in pairs and ask each
other 5 simple questions about likes / dislikes; hobbies; favourite
books, films, music, food etc. Then form a new pair and report back
what the original partner told them about themselves.
Lesson delivery
This lesson focuses on the grammar Activity. See the Teacher’s
to practise reported speech further or use the Vocabulary activity.
For further practice, pupils could be asked to report all or part of the
dialogue in the vocabulary activity.
Post-lesson
Choose an appropriate post-lesson activity that will check pupils’
understanding of reported speech (questions, commands, requests)
from the lesson.
Full Blast Plus 4
76
76

WEEK:
Sustainability
LANGUAGE/GRAMMAR FOCUS: talking about travel
and means of transport; words phrases connected with
travelling via different means of transport.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.3
Recognise
features of
spoken genres on
familiar topics
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Listening 1.3.1
Recognise with
support typical
features at word,
sentence and text
levels of a range
of spoken genres
Complementary
Skill
Speaking 2.4.1
Summarise the
main points of a
story, text or plot
Pre-lesson
Revise knowledge of travelling vocabulary by playing a game. For
example: Take a piece of paper and cut into small squares. Make sure
you have one square for each pupil. On half the squares put a word /
phrase related to travelling (see activities in 5a or Wordlist in the
Student’s Book). On the other half put a corresponding definition. Give
each pupil a paper. Tell them to stand up and mingle until they find their
partner i.e. word and correct definition.
Lesson delivery
This lesson focuses on the listening activities. See the Teacher’s
Book for detailed guidance. In order to meet the main and
complementary skill, add a new listening for gist and speaking stage
before answering questions 1-6. Elicit from pupils which genres are
more specific to listening (i.e. radio programmes, interviews,
announcements, telephone conversations). Ask pupils to listen to the 6
monologues and then discuss in pairs which genre they think each
monologue is by summarising the main points of information, i.e.by
answering questions like what is happening, where is the listening
taking place, who is speaking (see the materials column for the list).
Give pupils the opportunity to check in small groups their answers and
discuss how they came to their final decision about the genre before
collecting responses. Complete the listening activity.
Post-lesson
Choose a post-lesson activity that summarises the learning achieved in
the lesson.
Full Blast Plus 4
CD
Write the following list
in a random order on
whiteboard:
1. Passenger
announcement / airport
2. Conversation
between flight
attendant and
passenger
3. Travel agent
4. Passenger
announcement / train
station
5. Travel news
6. Phone call to
airplane booking office
from the audio script in the
Teacher’s Book if it helps
less proficient pupils to
listen to your voice rather
than that of a native
more confident.

WEEK:
__
LESSON 65 (Speaking 10) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
Sustainability
LANGUAGE/GRAMMAR FOCUS: expressing opinion;
talking about advantages and disadvantages; words and
phrases connected with travelling by different means of
transport
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.3
Use appropriate
communication
strategies
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.3.1
Confirm
understanding in
discourse-level
exchanges by
repeating back what
a speaker has said
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in this lesson by giving pupils 5 minutes to
make a list of all the different means of transport they can think of.
Encourage them to think of unusual means of transport that they
might have come across while visiting other countries (rickshaw, ox
and cart, tuk-tuk, camel, horse-drawn sleigh). When ready, collect
answers and share as a class.
Lesson delivery
This lesson focuses on the speaking and listening Activities.
See the Teacher’s Book for detailed guidance. In order to meet the
main skill, add a new stage at the end of the speaking activity. When
pupils have finished discussing all the questions, ask them to reform
into new groups. Each pupil reports back the ideas / answers their
first group came up with relating to each of the questions. When
ready, collect responses to share as a class. In order to meet the
complementary skill complete Activities A and B of the listening
activity. See the Teacher’s Book for detailed guidance.
Post-lesson
Ask pupils to discuss which means of transport are the best for the
environment? Why? And which means of transport will be most
used in the future? Why? When ready, collect responses.
Full Blast Plus 4
speaking activity, depending
on their needs. For example,
by providing vocabulary or
model sentence constructions
to help the pupil produce
sentences. Allow less able
pupils to use written notes
when reporting back to a new
group.

WEEK:
__
Sustainability
LANGUAGE/GRAMMAR FOCUS: language associated
with making offers and suggestions, asking for and
giving instructions; words and phrases connected with
travelling by different means of transport
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.1
Explain information
from
(i) diagrams
(ii) charts
(iii) tables
(iv) graphs or other
visuals
Complementary
Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work with
a talk partner to practice asking for and giving instructions. Give
pupils a simple street map or if not available, tell pupils to look at the
street map in the Student’s Book. Pupils take it in turns to ask and
give instructions to their partner (i.e. start at the skate park, go
straight forward to the Corner café, turn left down Park Road…).
They can use the language in the boxes for Activity E to help them.
Lesson delivery
This lesson focuses on Activities A, B, C D and F. See the
Teacher’s Book for detailed guidance.
Activities A, C and D focus on developing the complementary skill
for this lesson. Activity B and F focuses on the main skill. For
Activity F, remind pupils they are interpreting Mark’s notes, as well
as the map, to write their own letters. If there is not enough time in
the lesson to complete the activities, ask pupils to finish their letter
to Andrew as homework. Teachers can use the
Revision lesson to go over pupils’ writing which was completed as
homework.
Post-lesson
As a class create a pie chart or graph on the board illustrating what
everybody’s favourite means of travel is. Alternatively, choose
another post-lesson activity that summarises the learning achieved
in the lesson.
Full Blast Plus 4
Student’s Book, pp78 -
79
79
them the structure of the
letter in Activity F with
opening sentences which
pupils should complete.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.2
Analyse and
evaluate a variety
of literary text
types
Main Skill
Literature in
Action 5.2.1
Evaluate and
explain briefly
stylistic features an
author uses to show
character, events or
place
Focus on events or places.

Unit 6
WEEK:
__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: describing free time
activities; idioms describing mood / feelings
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.5
or no support the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
opener in the Student’s Book. Give pupils the opportunity to discuss
their ideas with talk partner(s) before collecting responses. Use this
activity to elicit other vocabulary relevant to the topic of free time
activities.
Lesson delivery
This lesson focuses on Activities A, B, C and E. See the
Teacher’s Book for detailed guidance. Pupils complete Activity A in
pairs. Note that in Activity B pupils are asked to read for gist. Allow
pupils time to discuss their ideas with their talk partner(s).In order to
meet the main skill, before collecting pupils’ responses to Activity B,
ask pupils to read the text again to find evidence to justify their
answer. Collect responses and examples of the writer’s positive
attitude. Pupils complete Activity C in pairs. Allow pupils time to
discuss their ideas with their talk partner(s) before collecting
responses. In order to meet the complementary skill, encourage
pupils to expand on their answers in Activity E by explaining and
justifying their points of view.
Activity E focuses on the complementary skill.
Post-lesson
words or phrases that they have learned in relation to travelling.
class.
Full Blast Plus 4
83
83
Activities A and E, depending
sentences.

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: active and passive
verb forms
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Write on the board: I put my wallet in my back pocket but it is no
longer there. Perhaps I dropped it. Or perhaps it has been stolen.
Ask pupils to look at the second and third sentence. Ask what verb
forms have been used and why? (active or passive?) Give pupils the
opportunity to discuss their ideas with talk partner(s) before
collecting responses.
Lesson delivery
This lesson focuses on the grammar activities. See the
Teacher’s Book for detailed guidance. Allow pupils time to discuss
Additional lesson activities may be required such as giving further
activities to consolidate pupil’s understanding of passive verb forms.
Alternatively, move on to any suitable vocabulary activities.
Post-lesson
Ask pupils to write sentences using the passive verb form. Monitor
and provide support for any problems with the verb form. When
ready, select pupils to read out their sentences. Alternatively,
choose another appropriate post-lesson activity that better suits
pupil’ needs/interests and that will review the grammar from this
lesson.
Full Blast Plus 4
85
85

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
connected with free-time activities.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.2
Use appropriate
listening
strategies in a
variety of contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.2.1
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Prepare an activity to review the active and passive forms from the
previous Language Awareness lesson.
Lesson delivery
This lesson focuses on the listening activity. See the Teacher’s
Book for detailed guidance. In order to meet the complementary
skill, tell pupils to keep their books closed. Explain that they are
going to hear people talking in five different situations. They need to
be able to say who is talking and also explain in what situation. Give
pupils the opportunity to check and discuss their answers in small
groups before collecting responses.
In order to meet the main skill, extend the listening activity by adding
another stage after completing the questions in the book. Write on
the board: 1 mown / freshly; 2 level / ability; 3 tournament / board; 4
hoops / official; 5 alarm / starving (use other words if they better suit
the needs of your pupils). Ask pupils to look for the meaning of the
words as they are used in the context of this listening. Explain how
to do this by using the clues provided by other words and by the
context of the topic. Play the track again. Give pupils the opportunity
to check and discuss their answers in small groups before collecting
responses.
Post-lesson
Play a dictionary game to review the main skill for this lesson. For
example, ask pupils to find an unfamiliar word in the dictionary then
write a sentence using the word in context. When ready, gather the
sentences and see if the class can guess the meaning of the word
from the context of the sentence. Alternatively, choose another
appropriate post-lesson activity that will check pupils’ ability to guess
meaning via context.
Full Blast Plus 4
confident.
support a less proficient pupil
during the speaking activity.

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: speculating and
making decisions; talking about likes and dislikes
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Complementary
Skill
Writing 4.2.1
Punctuate written
work on a range of
text types with
reasonable
accuracy
Pre-lesson
Activate prior knowledge in this lesson by discussing ‘activity
experiences’ pupils would like / not like to try. Put a list of activities
on the board (i.e. paintballing, hot air ballooning, jewellery making
workshop, windsurfing, sky diving, rock climbing, white water rafting,
horse riding, bungee jumping, chocolate making workshop) Ask
pupils to discuss which activity they would like to be given as a gift,
which they would like least to try and if they think activity gifts are a
good idea.
Lesson delivery
Book for detailed guidance. In order to meet the main skill, add a
new stage to the speaking activity. When pupils have completed the
speaking activity set in the book, ask them to close their books and
work in pairs. Pupil A chooses one of the three activity gifts (i.e.
Drive a Car, a Cooking Class or a Circus School) and explains to
pupil B what the experience involves. Then swap roles and pupil B
chooses one of the two remaining activities to talk about. In order to
meet the complementary skill ask pupils to work in pairs and write a
short dialogue between two friends; one who has a birthday that day
and the other who is giving an activity gift as a birthday present. Tell
pupils to focus specifically on punctuation. When ready ask pupils to
swap their dialogue with another pair. Tell pupils to check
punctuation and give feedback.
Post-lesson
Ask some pupils to act out their dialogues.
Full Blast Plus 4
the speaking task, or
sentence starters and further
sentences expressing their
own opinion.
writing task. Give a written
dialogue with punctuation
removed and ask pupils to
add the punctuation.

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: language of semi-
formal letter; asking for information; making polite
requests; punctuation
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.2.1
Punctuate written
work on a range of
text types with
reasonable
accuracy
Complementary
Skill
Speaking 2.1.3
Explain advantages
and disadvantages
of plans and
ambitions
Pre-lesson
Activate prior knowledge in this lesson by getting pupils to add the
missing punctuation to another dialogue. Remind pupils of the
dialogues they wrote in the previous lesson in this sequence. Use
the dialogue of conversation 3 of the Teacher’s book. Either copy on
the board, or give pupils separate copies of the dialogue with all
punctuation marks removed. Ask pupils in pairs to add the correct
punctuation. When ready, collect responses.
Lesson delivery
This lesson focuses on Activities A, B, and D. See the Teacher’s
Book for detailed guidance. In order to meet the complementary
skill, add another stage to Activity A where pupils discuss the
advantages and disadvantages of taking part in a cycling race. In
order to meet the main skill, add a stage to Activity B where pupils
look at the punctuation in the letter to Ms Samad and explain why
each of the commas has been used. While writing their letters for
Activity D, ask pupils to focus specifically on punctuation.
Activities B and D with added focus develop the main skill for this
lesson. Activity A focuses on the complementary skill.
Post-lesson
Ask pupils to talk about cycling. Do any pupils cycle to school? Do
any pupils enjoy cycling as a past time? Where do they cycle?
What’s the furthest they have cycled? Do they think cycle rides to
raise money for charity are a good idea? What activity would they
prefer to do to raise money for charity?
Full Blast Plus 4
Student’s Book, p86-87
Teacher’s Book, p86-
87
If unfinished in class, give
Activity D as homework. Tell
pupils to focus particularly on
punctuation.
providing examples for the
sentences in Activity C and
the structure of the letter,
including the beginning of
opening sentences for the
pupils to complete in Activity
D.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Science and
Technology
LANGUAGE/GRAMMAR FOCUS: expressing likes and
dislikes; words and phrases associated with computer /
video games
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.4
Use independently
familiar and some
check meaning and
extend
understanding
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Activate prior knowledge in this lesson by getting pupils to discuss
the questions in Activity A. Allow pupils time to discuss their ideas
with their talk partner(s) before collecting responses.
Lesson delivery
This lesson focuses on Activities B, C and D. See the Teacher’s
Book for detailed guidance. In order to meet the main skill, extend
Activities B and C. In Activity B, have pupils use print or digital
resources to find the meaning of the words they have underlined. In
Activity C ask pupils to use print or digital resources to check the
meaning of the phrasal verbs after they have completed the activity
to make sure they have the correct answers.
Activity D focuses on the complementary skill.
Post-lesson
words or phrases that they have learned in relation to computer /
video games. When pupils are ready, collect and share
words/phrases as a whole class.
Full Blast Plus 4
89
Print or digital
resources
Computer lab or access
to computers (tablets or
laptops) if using digital
research tools
short review about a game
they are familiar with.
For example, a more
proficient pupil can give
further, more specific
explanations of the words that
the less proficient students
have underlined.

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): ): Science and
Technology
LANGUAGE/GRAMMAR FOCUS: clauses of result,
concession and of purpose
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Activate prior knowledge in this lesson by putting a number of
sentences on the board for pupils to complete. For example:
My alarm clock didn’t go off this morning so…
I ate so much at lunchtime that….
Even though I was late for class, my teacher…
In spite of the torrential rain, I…
I rode my bicycle to school in order to…
Encourage imaginative or amusing answers.
Lesson delivery
Additional lesson activities may be required such as giving further
activities to consolidate pupil’s understanding of clauses of result /
concession / purpose. Alternatively, ask pupils to write the first part
of sentences for their partner to add an appropriate clause to.
Pupils complete Vocabulary section either as homework or in class
if time allows.
Post-lesson
Ask pupils to write down sentences that contain clauses of result /
concession / purpose. Use a sentence starter based on the lesson
topic (e.g. ‘We watch films…’). Monitor and provide support for any
problems with form or punctuation. When ready, select pupils to
read out their sentences. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review the grammar from this lesson.
Full Blast Plus 4

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinion;
language of description; words and phrases connected
with T.V. programmes
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.2
Use appropriate
listening
strategies in a
variety of contexts
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Listening 1.2.1
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Complementary
Skill
Reading 3.1.4
Use independently
familiar and some
check meaning and
extend
understanding
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work with a
talk partner and take it in turns to describe a favourite TV programme.
Tell pupils to describe what the programme is about. Say why they
like it and who would they recommend the programme to.
Lesson delivery
This lesson focuses on the vocabulary and Listening activities.
See the Teacher’s Book for detailed guidance. Do the listening activity
first. In order to meet the main skill, add a new stage at the end of
Activity B. Write on the board:
Listening 1: What’s hot…, belongings, a turn around.
Listening 2: tuned in, hosted, landline
Listening 3: creepy crawlies, to get on someone’s nerves, on our
screens
Ask pupils to listen again and use other words and the context to
guess the meaning of each word or phrase written on the board. Give
pupils time to discuss their ideas with their talk partner(s) before
collecting responses. Then move on to the vocabulary activity. Ask
pupils to complete the sentences using phrases with ‘that’ then ask
pupils to check their answers with a dictionary or, if available, digital
resources.
Activity B with the extension focuses on developing the main skill for
this lesson. Activities 1-12 of the Vocabulary activity focuses on the
Post-lesson
or phrases that they have learned in relation to travelling. When pupils
are ready, collect and share words/phrases as a whole class
Full Blast Plus 4
confident
Support can be given to less-
proficient pupils in order for
them to focus on the main
skill by giving them the
correct definitions of the
words / phrases in the new
activity and getting them to
choose an appropriate
definition for each word /
phrase.

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinion;
language of description; words and phrases connected
with T.V. programmes
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.4.1
Summarise the
main points of a
story, text or plot
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in this lesson by brainstorming different
genres of T.V. programmes. Divide the class into small groups and
ask pupils to keep their books closed. Give pupils a set amount of
time to come up with a list of all the different types of T.V
programmes. When ready, collect responses. See the Student’s
Book for possible answers.
Lesson delivery
This lesson focuses on the speaking and listening activities.
See the Teacher’s Book for detailed guidance. In order to meet the
main skill, add a stage to the speaking activity where pupils choose
a favourite serial / documentary / cartoon (i.e. something with a plot,
storyline or specific detail) and describe this to a partner by
summarising the main points. When ready, collect responses to
share with class. Then move on to the listening activities, with
reference to the Teacher’s Book for guidance.
The speaking activity focuses on developing the main skill for this
lesson. The listening Activities A and B focus on the complementary
skill.
Post-lesson
Play Guess What. Divide the class into small groups. In turn, each
pupil describes / summarises a popular / familiar T.V. programme
while the remaining group members guess which programme is
being described.
Full Blast Plus 4
Teacher’s Book,
p91
speaking activity, depending on
their needs. For example, by
providing model sentence
produce sentences.
strategy /strategies based on the

WEEK:
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinions
and preferences; words and phrases associated with
writing reviews.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.1.3
Explain the main
argument
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
talk partner and take it in turns to describe a favourite film. Tell pupils to
describe what the film is about. Say why they like it and who would they
recommend should see the film.
Lesson delivery
This lesson focuses on Activities A, B and D. See the Teacher’s
Book for detailed guidance. Pupils complete Activity A in pairs. For
Activity B, ask pupils to read the questions before reading the text. Give
pupils a short time to complete Activity B (e.g. 10 min including time to
check answers). Go to Activity D to set the main activity and then go
through the Plan and TIP box and check for comprehension. Ask pupils
to think about the main points of their review and to create their own
plan with a brief explanation of the ideas they will include in each
paragraph. Monitor this activity and refer pupils back to the plan in the
Student’s Book if necessary. Pupils use their plans to write their
reviews. Note that pupils should always plan their writing and produce a
rough draft or an outline before writing a text of several paragraphs.
This will encourage them to think about the process of writing.
Activities B and D focus on developing the main skill for this lesson.
Activity A focuses on the complementary skill.
Activity C can be given as homework.
Post-lesson
Ask pupils to talk in the last 5 minutes of the lesson about a film they
haven’t seen but want to see. Why do they want to see it? Have they
read any good reviews? Have their friends already seen it and
recommended it? Alternatively, choose another appropriate post-lesson
activity that will check pupils’ ability to guess meaning via context.
Full Blast Plus 4
Student’s Book,
p92-92
Teacher’s Book,
p92-93
Make sure that you vary the
interactions as this will allow
all pupils to benefit from
different dynamics.
To support less proficient
pupils during the writing
Activity D help pupils to
create an appropriate
structure, and give model
sentence structure for
opening sentences. Allow
pupils to write three short
paragraphs.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.2
Analyse and
evaluate a variety
of literary text
types
Main Skill
Literature in
Action 5.2.1
Evaluate and
explain briefly
author uses to show
place

Unit 7
WEEK:
__
LESSON 82 (Reading 13) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental
Sustainability
animals; discussing facts, words and phrases connected
with nature.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Complementary
Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics
Pre-lesson
opener of Student’s Book. Give pupils the opportunity to discuss
their ideas with talk partner(s) before collecting responses. Use this
activity to elicit further vocabulary relevant to the topic of nature.
Lesson delivery
This lesson focuses on Activities A, B, C and D. See the
Teacher’s Book for detailed guidance. Complete Activities A and B.
Follow the Teacher’s Book for Activities C and D. Activity C focuses
on the complementary skill for this lesson. Activity D focuses on the
main skill for this lesson.
Post-lesson
Ask pupils to complete Activity E in small groups. When ready ask
pupils to share their amazing animal facts and clever animal stories
with the class.
Full Blast plus 4
99

WEEK:
__ LESSON 83 (Language Awareness 13) MAIN SKILL(S) FOCUS: Language Awareness THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: The full and bare
infinitive and –ing form / exclamatory sentences
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Play a game to review vocabulary from the previous lesson. Include
the words in the ‘Vocabulary’ box in the Teacher’s Book.
Alternatively, choose another appropriate pre-lesson activity that
better suits pupils’ needs/interests and will prepare the pupils for this
lesson.
Lesson delivery
This lesson focuses on the grammar activities in Unit 7. See the
Post-lesson
Review pupils’ learning in this lesson with Tell me three things…
• You have learnt today
• You have done well
• Your talk partner has done well
Full Blast Plus 4
Student’s Book, p99,
101
Teacher’s Book, p99,
101

WEEK:
__ LESSON 84: (Listening 13) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
Sustainability
connected with the environment, flora and fauna
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.2
Use register
appropriately
Main Skill
Listening 1.1.6
Understand
independently
longer simple
narratives on a wide
range of familiar
topics
Complementary
Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar
contexts
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work in
small groups to see how many countries of South East Asia they
can name. Depending on pupils’ knowledge, you can ask them to do
this activity independently, or give assistance by putting the first
letter(s) of the countries on the board, or list several countries on the
board and ask pupils to choose which of the countries are in South
East Asia.
Lesson delivery
Book for detailed guidance. Allow pupils time to discuss their ideas
with their talk partner(s) before collecting responses. Activities A and
B focus on the main skill. In order to meet the complementary skill,
write / show the seven questions from the ‘Optional post-listening
activity’ in the Teacher’s Book on the whiteboard. Ask pupils to
discuss the questions in small groups using informal, friendly
language. When ready, collect answers and initiate a class
discussion.
Post-lesson
Put some words from the listening transcript (e.g. names of
attractions) on the whiteboard. Ask pupils if they can explain which
each word / phrase refers too and if they can remember any details.
Full Blast Plus 4
confident.

WEEK:
__ LESSON 85 (Speaking 13) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S):
Environmental Sustainability
LANGUAGE/GRAMMAR FOCUS: expressing opinions;
expressing likes and dislikes, describing places, making a decision
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.2
Use register
appropriately
Complementary
Skill
Writing 4.2
Communicate with
appropriate
language, form
and style
Main Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar
contexts
Complementary
Skill
Writing 4.2.2
Spell written work
on a range of text
types with
reasonable
accuracy
Pre-lesson
Put pupils in pairs and ask them to tell their talk partner(s) about the
latest outdoor activity they have done recently, if they liked the activities
and why.
Lesson delivery
This lesson focuses on the Speaking activity. See the Teacher’s Book
for detailed guidance. Ask pupils to shut their textbooks. Show on the
whiteboard the list of activities in the pictures from the speaking activity
(visit a castle on a hill, walk in the countryside, etc.). Divide the class into
eight groups and give each group one topic. Give pupils a set amount of
time to think of as many words related to their topic as the can think of.
When ready, collect pupils’ words. Elicit from the pupils the register they
have used so far in the lesson (i.e. informal discussions) and tell them
that they will now use a more formal register.
Follow the instruction in the Teacher’s Book for the speaking activity.
Point out to pupils that the words / phrases presented in the boxes (I
believe…I definitely think that…) are quite formal because they are
discussing the advantages and disadvantages of each visit or activity
with (an)other committee member(s). The speaking activity focuses on
developing the main skill.
In order to meet the complementary skill, add a new stage to the lesson.
Once each pair have decided on a final choice of three day-trips, ask
them to write a short recommendation to the Principal of the school,
stating their chosen three day-trips and reasons for their choices. (For
example: We believe a walk in the countryside is a good idea because
we will see some spectacular views of the impressive landscape / We
definitely think you will love to explore ancient ruins because it’s exciting
and a valuable learning experience too.)
Full Blast Plus 4
Student’s Book,
p102
Teacher’s Book,
p102
Fast finishers can help less
proficient pupils to write their
proposals to the principle.
They can move around the
room advising on spelling and
giving feedback.
Support should be given to
less proficient pupils during the
speaking and writing activities,
depending on their needs. For
example, by providing
vocabulary or model sentence
produce sentences, or
reducing the number of
recommend trips if it is best to
focus on the quality of one or
two.
/strategies based on the needs
of the pupils.

Remind pupils to use a formal register and to make sure they spell
accurately. Assist pupils by eliciting and writing on the board any
language they might need which is not presented in the boxes in the
Student’s Book. Use peer assessment to feedback on recommendations.
Post-lesson
Hold a class discussion to decide which day-trip they would most like to
go on and why. Give pupils homework for the next lesson (lesson 86
Writing), Activity A and B. This way pupils can do the majority of reading
activities at home so that you can use class time to focus on writing.

WEEK:
__ LESSON 86 (Writing 13) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: descriptive language
describing places; language of persuasion; rhetorical
questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.3
Explain the main
argument
Complementary
Skill
Reading 3.1.6
Recognise with
support typical
features at word,
sentence and text
levels of an
increased range of
genres
Pre-lesson
talk partner to discuss the following questions: Can they name the
nature reserves (or national parks) of Malaysia. Why do countries
create nature reserves? Are they important? Why? Why not? When
Lesson delivery
This lesson focuses on Activities C and D (A and B have been
given as homework at the end of lesson 85). See the Teacher’s
Book for detailed guidance. Allow pupils some time to discuss their
answers to Activities A and B with a talk partner(s). Place those who
have not completed their homework with those who have so they can
catch up with everyone else. Go through Activity C and ask pupils to
find examples of where the writer applied 1-4 writing techniques in their
article. As part of working on Activity D, i.e. writing the article, ask pupils
to create their own plans with a brief explanation of the ideas they will
include in each paragraph. Monitor this activity and refer pupils back to
the plan in the Student’s Book if necessary. When pupils are satisfied
with their plans, they can write their articles. Ask them to focus on their
ideas and check spelling and punctuation later on. Monitor pupils’
writing as they work and support when necessary. If necessary, pupils
can complete Activity D for homework.
Activity D addresses the main skill. Activity C focuses on developing the
Post-lesson
Choose some volunteers to read out their articles, or if unfinished, to
read what they have written so far. Get the rest of the class to give
feedback (using two stars and a wish or medals and missions models).
Full Blast Plus 4
Student’s Book,
p103
Teacher’s Book,
p103
You could pair fast finishers
with average proficiency
pupils. Similarly pair up less
proficient pupils with average
proficiency pupils.
Alternatively you could pair
yourself with less proficient
pupils if possible. Give them
support and guide them as
they write their articles.
Activity D, depending on their
needs. For example, by
providing vocabulary or
sentences.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
__ LESSON 88 (Reading 14) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: techno-gadgets
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.2
Explore and
expand ideas for
personal
development by
reading
independently and
widely
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.2.1
Read a variety of
suitable print and
digital texts to
investigate and
analyse national
issues
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work with a talk
partner to discuss environmental issues in their area or in Malaysia. What are
the main issues? (i.e. endangered species; deforestation; pollution) What
causes the problems? (i.e. deforestation; reclamation of land for building;
tourism). When ready, collect responses. Ask pupils to discuss the questions in
Activity A. When ready, collect responses.
Lesson delivery
This lesson focuses on Activities B, C and E. See the Teacher’s Book for
detailed guidance. Note that in Activity B pupils are asked to read for gist. In
order to meet the main skill, allow pupils to complete Activity C which
consolidates their understanding of the text, and then add a further stage to the
activity by asking additional questions which relate the text topics to national
issues. For example, ask:
Are these issues relevant in Malaysia? (i.e. Is there a need to conserve
electricity? Is there pressure for people to keep up with the latest technological
trends leading to a huge number of unwanted, non-biodegradable
technological gadgets? Are there a lot of unwanted used car parts such as old
tyres? Do pupils think that the products described in the text would be
appropriate / popular in Malaysia?
Allow pupils time to discuss their ideas with their talk partner(s) before
collecting responses. Activity E focuses on the complementary skill. Ask pupils
if they have heard about or read about any other eco-friendly products in a
magazine or on the internet. Tell pupils to describe the product and explain
why it is eco-friendly. Can they think of any eco-friendly products that are
already popular in Malaysia?
Pupils can complete Activity D as homework.
Post-lesson
Choose a post-lesson activity that summarises the learning achieved in the
lesson.
Full Blast Plus 4
Student’s Book,
p104-105
Teacher’s Book,
p104-105
You could pair fast
finishers with average to
low proficiency pupils
and get fast finishers to
talk through their
answers to the
comprehension
questions giving
evidence from the text
to support their answers.
Arrange different talk
partners to vary the
interactions as this will
allow all pupils to benefit
from different dynamics.
For differentiation
strategies, please refer
to the provided list of
strategy/strategies
based on the needs of
the pupils.

WEEK:
__ LESSON 89 (Language Awareness 14) MAIN SKILL(S) FOCUS: Language Awareness THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: modal verbs + have
+ past participle
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Play a game to review vocabulary from the previous lesson. Include
the words from Activity D. Alternatively, choose another appropriate
pre-lesson activity that better suits pupils’ needs/interests and will
prepare the pupils for this lesson.
Lesson delivery
This lesson focuses on the grammar activity. This grammar
activity presents modal verbs and have + past participle. See the
their ideas for 1-7 with their talk partner(s) before collecting
responses.
to practise modal verbs / have + past participle further or use the
Vocabulary activity presenting collective nouns and revising phrasal
verbs with ‘up’ or ‘down’.
Post-lesson
write down sentences of their own using different modal verbs.
When ready, collect examples. Alternatively, choose another
appropriate post-lesson activity that better suits pupils’
needs/interests and will check pupils’ understanding of the grammar
and/or vocabulary from the lesson.
Full Blast plus 4
106
Teacher’s Book,
pp105-106

WEEK:
__ LESSON 90 (Listening 14) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: facts and statistics
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.3
Recognise
features of
spoken genres on
familiar topics
Complementary
Skill
Speaking 2.2
Use register
appropriately
Main Skill
Listening 1.3.1
Recognise with
support typical
features at word,
sentence and text
levels of a range of
spoken genres
Complementary
Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar
contexts
Pre-lesson
Ask pupils to review their learning from the previous lesson by getting them
to think of sentences using modal verbs. When ready, collect the examples.
Alternatively, choose another appropriate pre-lesson activity that better
suits pupils’ needs/interests and will activate learner’s prior knowledge of
this lesson’s activities.
Lesson delivery
This lesson focuses on the listening activities. The listening activity
activates pupils’ prior knowledge of environmental issues. See the
Teacher’s Book for detailed guidance. In order to meet the main skill, add a
new stage after Activity B. Ask pupils to listen to the radio programme
again and make a list of typical features of a radio programme like this with
a regular host and guest, i.e. the host asking questions, discourse markers
or conversation fillers, an agreement or reaction to the previous speaker’s
statement before moving on to a new topic, a semi-formal register. Allow
pupils time to discuss their ideas with their talk partner(s) before collecting
responses.
In order to focus on the complementary skill, ask pupils to think about the
eco-quiz and the topics it raised, i.e. plastic, oil spills, population growth,
clean water. Can they list any other topics commonly associated with
having a negative impact on the environment? Which problems do they
think are the worse? Have they heard or read about any of the possible
future solutions (i.e. scientists have developed a natural, bio-degradable
plastic). Ask the questions from the ‘optional post-listening activity’ in the
Teacher’s Book and initiate a class discussion about environmental issues.
Post-lesson
Choose a post-lesson activity that summarises the learning achieved in the
lesson.
Full Blast Plus 4
Student’s Book,
p106
Teacher’s Book,
p106
pupils to achieve the main
task, give pupils a list of
features some present in the
audio text, some not. Ask
pupils to tick the features that
they think can hear are
present in the audio text.
speaking activity, depending
on their needs.

WEEK:
__ LESSON 91 (Speaking 14) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting; words and phrases describing urban and
rural settings
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.2
Use register
appropriately
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar
contexts
Complementary
Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Pre-lesson
With books closed, activate prior knowledge in this lesson by asking
pupils to work with a talk partner to discuss all the advantages and
disadvantages of living in an urban area compared to living in a rural
area. When ready, collect responses.
Lesson delivery
This lesson focuses on the speaking activity and vocabulary
activity. See the Teacher’s Book for detailed guidance. In order to meet
the main skill, add another stage after Activities A and B. Quickly brain
storm the main types of urban pollution (i.e. air, noise, light, waste or
rubbish). Divide the class in small groups (6-8) and tell pupils they are
going to hold a public debate. Half the group will represent the local
residents of a polluted city. The other half will represent the local
government. The local people put forward measures that they would
like to see put into place, the government representatives either agree
or disagree giving reasons for their answers (i.e. too expensive, too
impractical, would affect businesses)
Tell pupils they should use a formal register and remind them of the
words and phrases they used to agree or disagree in the previous
Speaking lesson. Allow pupils a few minutes to discuss their ideas
before carrying out the debate.
In order to focus on the complementary skill complete Activities A and B
of the vocabulary activity. (p106)
Give pupils homework for the next lesson (lesson 92 Writing), Activities
B and C. This way pupils can do the majority of reading activities at
home so that you can use class time to focus on writing.
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.
Full Blast Plus 4
Student’s Book,
p107
Teacher’s Book,
p107
If necessary, pupils can be
given Vocabulary Activities A
and B to finish for homework.
For the debate, make up
groups of pupils of similar
ability i.e. more proficient
pupils grouped together,
average proficiency pupils
grouped together and less-
proficient pupils. Support can
be given to less proficient
groups by staying with their
debate and modelling
appropriate questions and
responses.

WEEK:
__ LESSON 92 (Writing 14) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment
Sustainability
LANGUAGE/GRAMMAR FOCUS: language expressing
opinions and giving justification, describing settings
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.1.3
Explain the main
argument
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
partner to discuss the questions in Activity A. When ready collect pupils’
responses.
Lesson delivery
This lesson focuses on Activities D and E (B and C would have been
given as homework at the end of lesson 91). See the Teacher’s Book for
detailed guidance. Allow pupils some time to discuss their answers to
Activities B and C with a talk partner(s). Place those who have not completed
their homework with those who have so they can catch up with everyone
else. Tell pupils that they need to be able to justify their opinions / answers
with evidence from the texts. Go through Activity B and C to check answers.
Go to Activity D. Allow pupils to work in pairs or small groups. Give pupils
time to fully discuss and justify their ideas with their talk partner(s) before
collecting responses for a short class discussion. Go through the Plan and
TIP box and check for comprehension. Ask pupils to think about the main
points of their formal letters and how they are going to express their opinions.
Ensure that pupils complete at least a rough draft of their letters during the
lesson. Go around and give support where needed. Pupils can revise their
letters at home. Give personalised feedback on pupils’ letters before the next
writing lesson if possible.
Activity E focuses on the main skill Activity D focuses on the complementary
skill.
Post-lesson
Choose a post-lesson activity that summarises the topics and / or the
learning achieved in this unit.
Full Blast Plus 4
Student’s Book,
pp108-109
Teacher’s Book,
pp108-109
Fast finishers can
complete their final drafts
in class.
Support less proficient
pupils write their first
drafts by helping them
formulate ideas for the
opening, middle and
closing paragraph.
Monitor first drafts
carefully to make sure an
appropriate formal style is
used.
For additional
please refer to the
provided list of

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.2
Analyse and
evaluate a variety
of literary text
types
Main Skill
Literature in
Action 5.2.1
Evaluate and
explain briefly
author uses to show
place

Unit 8
WEEK:
__
LESSON 95 (Reading 15) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Science and
Technology
LANGUAGE/GRAMMAR FOCUS: expressing opinion;
discussing facts; words and phrases of description,
deception
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
partner to discuss the questions in Activity A. When ready, collect pupils’
responses.
Lesson delivery
This lesson focuses on Activities B, C, D and E. See the Teacher’s
Book for detailed guidance. Activity B is a reading for gist activity. Allow
pupils to underline unknown words but do not give their meaning at this
stage. Activity C tests pupils’ comprehension of the text.
Activity D focuses on the main skill for this lesson. Extend Activity D by
asking pupils to work together to try to guess the meaning of the words
they previously underlined as well as the shaded words. When ready,
collect responses. Ask for the words pupils have underlined and write on
board. Elicit the meaning from pupils. Activity E focuses on the
complementary skill. Allow pupils to discuss the questions with talk
partner(s) before opening up the discussion with the class.
Activity E focuses on developing the complementary skill.
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new words 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.
Full Blast Plus 4
Student’s Book,
pp 111-113
Teacher’s Book,
pp 111-113
To support less proficient
pupils ask them only to
complete two or three gaps
instead of six in Activity C.
support a less proficient
pupils in Activity D.

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Science and
Technology
LANGUAGE/GRAMMAR FOCUS: the causative form
and third conditional
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Devise an activity or play a game to revise the vocabulary from the
lesson activity that better suits pupils’ needs/interests and will
prepare them for the grammar focus of the lesson.
Lesson delivery
This lesson focuses on the grammar activities in Unit 8.
The first grammar activity focuses on the causative form. See the
their ideas with their talk partner(s) for sentences 1-6 before
collecting responses. The second grammar activity presents the
third condition to pupils. See the Teacher’s Book for detailed
guidance. Allow pupils time to discuss their ideas with their talk
partner(s) for sentences 1-6 before collecting responses.
Post-lesson
Devise a fun activity for pupils to practise the third condition. For
example create a story where someone (perhaps a pupil in class if
appropriate) has a disastrous day (i.e. its pouring with rain and
they’ve forgotten their umbrella, they’re late, they trip over running
for the bus and miss it, a car goes past and splashes water all over
them, they have to walk to school so they’re very late and miss half
their English exam so get a terrible mark, etc). Then ask pupils to
make sentences about the story. For example: If Aidan had got up
earlier, he wouldn’t have needed to run for the bus. When ready,
collect responses.
Full Blast Plus 4
113, 115
113, 115

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
to describe people, appearance and attire
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.6
Understand
independently
longer simple
narratives on a wide
range of familiar
topics
Complementary
Skill
Speaking 2.1.5
Express and
respond to feelings
such as
amusement, anger
and regret
Pre-lesson
Play a game to revise the Third condition from the previous lesson i.e.
write on the board three opening clauses and ask pupils to think of
appropriate endings . Alternatively, choose another appropriate pre-
lesson activity that better suits pupils’ needs/interests and will prepare
them for the lesson.
Lesson delivery
Book for detailed guidance. The matching listening activity focuses on
achieving the main skill for this lesson Allow pupils time to discuss their
ideas with their talk partner(s) before collecting responses. Use the
‘Optional post-listening activity’ in the Teacher’s Book in order to focus
on the complementary skill. Pupils can look at the statements a – f from
the listening activity in the Student’s Book to remind themselves of the
different scenarios in the listening activity. Extend this activity by asking
pupils further questions about their feelings and reactions to other
similar personal situations. For example, if they have younger / older
brothers / sisters who borrow their clothes or do pupils borrow their
brother / sister’s clothes etc. How does that make them feel / make their
older brother / sister feel? Have they ever bought an item of clothing
and never worn it. When ready, collect ideas and share as a class.
Post-lesson
Ask pupils to work with a talk partner to discuss popular celebrities in
Malaysia. Who do they think are the most beautiful / handsome male or
female celebrities. What is it about the celebrity’s appearance that
makes them so appealing? Would the same celebrities be considered
attractive to the pupil’s parents’ generation?
Full Blast Plus 4
Student’s Book,
p115
Teacher’s Book,
p115 and CD
confident.

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage angst
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Speaking 2.1.5
Express and
respond to
feelings such as
amusement, anger
and regret
Complementary
Skill
Writing 4.1.4
Express and
respond to
opinions and
common feelings
such as
amusement, anger
and regret
Pre-lesson
Activate prior knowledge in this lesson by writing ‘angry’, ‘sad’ and ‘amused’
on the board and asking pupils to work in pairs to list all the synonyms for
these words they can think of. When ready, collect responses and make a
class list.
Lesson delivery
This lesson focuses on the speaking activity. See the Teacher’s Book for
detailed guidance.
The speaking activity focuses on developing the main skill for this lesson.
Add a stage to the Role Play activity where student A describes how they
feel about their problem (i.e. wretched, overwhelmed, insecure) and student
B responds to this (i.e. by giving reassurance). Teachers can create different
scenarios to the three given in the Student’s Book that better suits their
pupils’ needs/interests if necessary.
In order to meet the complementary skill, ask pupils if they know what an
‘agony aunt’ is. Explain that an agony aunt usually has an advice column in
a magazine. Readers write in to the agony aunt with a problem they have.
The agony aunt writes a solution to the reader’s problem. Both problem and
solution are printed in the magazine.
Ask pupils to work in pairs and write a short letter to an agony aunt
describing their problem and how they feel about it. For example: I am so
frustrated because my little sister is always borrowing my clothes to wear
without asking my permission.
When ready, ask pupils to swap the problems with another pair. Now they
take on the role of the agony aunt. Tell pupils to respond sympathetically to
the readers problem and then to write a solution to the problem. For
example, I’m so sorry to hear about the problems you are having with your
sister. Maybe you should speak to your sister and let her know how you feel
about her borrowing your clothes.
Full Blast Plus 4
Student’s Book,
p116
Teacher’s Book,
p116
Fast finishers can write more
problems to the agony aunt
and swap with other fast
finishers to write a solution to
their problem.
Support can be given to less-
proficient pupils by helping
them to use the words /
phrases in the boxes
appropriately. You could
choose a more proficient
pupil to model a conversation
with you at the front of the
class.
Monitor the class carefully as
they write their problems and
then respond by offering
solutions to make sure that
pupils are sensitive to each
other ideas. Model
appropriate language and
structures where necessary.

Give pupils homework for the next lesson (lesson 99 Writing), Activity B and
C. This way pupils can do the majority of reading activities at home so that
you can use class time to focus on writing.
Post-lesson
Choose some of the problems and solutions to share with the class. Ask the
class if they would give the same advice or offer a different solution.

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage
angst
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.1.4
Express and
respond to opinions
and common
feelings such as
amusement, anger
and regret
Complementary
Skill
Speaking 2.1.4
Explain and justify
own point of view
Pre-lesson
Prepare an activity using role-play to revise giving and receiving advice
i.e. pupil A describes their problem (for example: ‘I’m always tired in
lessons’) Pupil B gives advice (for example: you should go to bed earlier.)
Lesson delivery
This lesson focuses on Activities A and D (and B and C which have
been given as homework at the end of lesson 98). See the Teacher’s
Book for detailed guidance. Give pupils a couple of minutes to discuss
the questions in Activity A. Remind pupils of the problems they wrote to
an agony aunt in the previous lesson. Allow pupils some time to discuss
their answers to Activities B and C with a talk partner(s). Place those who
catch up with everyone else. Tell pupils that they need to be able to justify
their opinions / answers with evidence from the texts. Go through Activity
B and C to check answers.
Go to Activity D. Give pupils time to read Afan’s letter expressing his
problem and how he feels about it, and ask pupils to discuss what advice
they would give with their talk partner(s). Go through the Plan and TIP
box and check for comprehension. Ask pupils to think about the main
points of their letters and how they are going to advise Andy. Ensure that
pupils complete at least a rough draft of their letters during the lesson. Go
around and give support where needed. Pupils can revise their letters at
home if they run out of time during the lesson. Give personalised
feedback on pupils’ letters before the next writing lesson if possible.
Activity D focuses on developing the main skill in this lesson. Activities A,
B and C focus on developing the complementary skill.
Post-lesson
Read out any finished letters of advice to share with the class. Ask pupils
if they think the advice is helpful.
Full Blast Plus 4
Student’s Book,
p 117
Teacher’s Book,
p117
writing activity, depending on
their needs. For example, by
providing vocabulary or
sentences. Encourage them
to use the language offered in
the PLAN and allow them to
write three shorter
paragraphs.

WEEK:
__
LESSON 100 (Revision 15) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: talking about
purpose; words and phrases used to describe artwork.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics
Complementary
Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss
the questions in Activity A with their talk partner(s). When ready,
collect responses.
Lesson delivery
This lesson focuses on Activities B, C, and D.
See the Teacher’s Book for detailed guidance. Note that Activity B
involves reading for gist and helps pupils to complete the next
activity. Activity C consolidates pupils’ comprehension of the text.
For Activity D pupils have to guess the meaning of unfamiliar words
from clues provided by other words and the context. Allow pupils
responses.
Activities B and C focus on developing the main skills
Activity D focuses on developing the complementary skill.
Post-lesson
Pupils can answer the questions in Activity E. Also, ask pupils to
discuss the advantages and disadvantages of having art work
displayed for the public in popular open spaces like shopping
centres. When ready, collect responses and open up to a class
discussion.
Full Blast Plus 4
118-119
118-119
proficient pupils, depending
sentences.

WEEK:
__
LESSON 102 (Language Awareness 16) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: wish / if only
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered.
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered.
Pre-lesson
Devise an activity or play a game to revise the vocabulary from the
lesson activity that better suits pupils’ needs/interests and will
prepare them for the grammar focus of the lesson.
Lesson delivery
Book for detailed guidance. Allow pupils time to discuss their ideas
for sentences 1-5 with their talk partner(s) before collecting
responses. Devise some more activities to practise I wish / if only
that are fun. For example, if appropriate, remind pupils of the story
you created in the previous post-lesson Language Awareness
(lesson 96 LA 15). Use the same story or create another one (about
(an)other pupil(s) in the class, if appropriate). Then ask pupils to
make up ‘wish / if only’ sentences relating to the story. For example,
if only Aiden’s alarm clock had gone off on time / if only Aiden hadn’t
tripped running for the bus / Aiden wished he lived closer to the
school.
Post-lesson
Ask pupils to think of three things they would change about their
past if they could and make up sentences about those things using ‘I
wish’ or ‘if only’. For example, I wish I had learnt to play the piano / If
only I hadn’t volunteered to help my brother with his homework.
When ready, collect pupils’ responses to share with the class.
Full Blast Plus 4

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: talking about
purpose; words and phrases used to describe artwork
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Listening 1.1.3
Recognise
independently
attitudes or opinions
in extended texts on
a wide range of
familiar topics
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Pre-lesson
Revise the grammar from the previous lesson by asking pupils to
make one sentence with ‘wish’ and one sentence with ‘if only’. When
Lesson delivery
Book for detailed guidance. The listening activity (questions 1-6)
focuses on the main skill and the complementary skill. Activate prior
knowledge by asking pupils if they have visited art galleries before
and whether they enjoyed the experience or not. Ask if some art
work is easier or more enjoyable to look at than others? Why? Why
not? Introduce the listening – a dialogue between two people visiting
an art gallery. Allow pupils time to discuss their ideas with their talk
partner(s) before collecting responses.
Additional lesson activities may be required such as: selecting any
listening activities from pages 132-135 of the Student’s Book, using
the recording from the Reading Lesson covered previously in the
lesson sequence; using the post-listening activity suggested in the
Teacher’s Book.
Post-lesson
Choose a post-lesson activity that summarises the learning
achieved in the lesson.
Full Blast Plus 4
and CD
confident.

WEEK:
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting different forms of art; words and phrases
used to describe artwork
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.4.1
Summarise the
main points of a
story, text or plot
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils if they have a
favourite artist or a favourite piece of art – either an artwork by a
famous artist or something that is displayed in their home (perhaps by
a local artist or a relative) Ask pupils to describe the artwork or the
style of the work (if a famous artist) to talk partner(s). When ready,
ask some pupils to share their ideas with the class.
Lesson delivery
This lesson focuses on the speaking and listening activities. The
speaking activity focuses on developing the main skill. See the
Teacher’s Book for detailed guidance. Activity A gives pupils the
opportunity to talk about different forms of art. Before initiating a short
discussion in Activity A, allow pupils time to discuss their ideas with
their talk partner(s). Activity B gives pupils further practice comparing
and contrasting different types of artists. In order to meet the main
skill, add a new stage to this activity. Once pupils have discussed the
three artists in detail using the list of ideas, ask pupils to swap
partners and take turns with their new partner to summarise the main
ideas about each artist from their previous discussion. Finally choose
some pairs to report their ideas to the class. The listening activity
Give pupils homework for the next lesson (lesson 105 Writing), activity
B, C and D. This way pupils can do the majority of reading activities at
home so that you can use class time to focus on writing.
Post-lesson
Ask pupils what is their favourite colour? Why? Give pupils time to
discuss their ideas with their talk partner(s).before collecting
responses and initiating a short class discussion. Alternatively,
Choose another post-lesson activity that summarises the learning
achieved in the lesson.
Full Blast Plus 4
Student’s Book,
pp120-121
Teacher’s Book,
pp 120-121
Some of the language
needed to describe the
different forms of art could be
particularly challenging. Help
groups of less-proficient
pupils by helping them use
the vocabulary in the box to
formulate their ideas by giving
them model sentences
describing the activity and art
works being created in each
picture. To support less
proficient pupils complete the
speaking activity by
summarising ideas, allow
them to make note of any
crucial words that will help
them in their descriptions.

WEEK:
__
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: making suggestions
and recommendations; vocabulary associated with
report writing
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar
situations
Complementary
Skill
Speaking 2.1.1
Explain simple
content on familiar
topics from what
they read and hear
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss the
questions in Activity A. When ready, collect responses.
Lesson delivery
This lesson focuses on Activities E, F and G (and B, C and D have
been given as homework at the end of lesson 104). See the Teacher’s
Book for detailed guidance. Allow pupils some time to discuss their
answers to Activities B, C and D with talk partner(s). Place those who
catch up with everyone else. Tell pupils that in Activity C and D they need
to explain some of the content to justify their answers. Go through Activity
B, C and D answers as a whole class.
Go to Activity E. Allow pupils to work in groups of four. Ask one pair to
complete 1, 3 and 5. Ask the other pair to do 2, 4 and 5. Give the groups
time to discuss their answers before collecting responses as a class. Go
to Activity F. Read the scenario as a class. Give pupils time to discuss
and justify their ideas with their talk partner(s). Go through the Plan and
TIP box and check for comprehension. Ask pupils to think about the main
points of their reports and how they are going to present their ideas.
Ensure that pupils complete at least a rough draft of their report during
the lesson. Go around and give support where needed. Pupils can revise
their reports at home. Give personalised feedback on pupils’ reports
before the next writing lesson if possible.
Note that you can assign Activity E as homework if pupils need more time
to produce a rough copy of their report in Activity G
Activity B, C and D focus on developing the complementary skill. Activity
E, F and G focus on developing the main skill.
Post-lesson
Choose a post-lesson activity that summarises the topics and / or the
learning achieved in this unit.
Full Blast Plus 4
Student’s Book,
pp 122-123
Teacher’s Book,
pp 122-123
Monitor pupils as they
complete the writing activities
and offer support where
needed. Some pupils may
find Activity E forming
sentences in the passive form
particularly challenging.
Support pupils by rewriting
the report but leaving the verb
forms for pupils to complete
in the passive form. There
could be written somewhere
for pupils to choose the
correct form to fill the gaps.
As report writing comes late
in the textbook, you may
need to plan some revision
time lessons to work again on
report writing with all pupils.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
other resources

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.3
Express an
imaginative
response to
literary texts
Main Skill
Literature in
Action 5.3.1
Respond
imaginatively and
writing scripts and
creating props for a
short play
Other imaginative
responses as
appropriate

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action
5.3
Express an
imaginative
response to
literary texts
Main Skill
Literature in
Action
5.3.1
Respond
imaginatively and
writing scripts and
creating props for a
short play
Other imaginative
responses as
appropriate

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK BASED LESSON
WEEK:
__ LESSON 109-110 (End-of-Year Revision 1&2) MAIN SKILL(S) FOCUS: Revision THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a revision
lesson so several
skills will be
covered
This is a revision
lesson so several
skills will be
covered
Teachers will need to develop their own lesson based on the needs
of their pupils.
There are some revision materials at the end of the Student’s Book.
other resources

WEEK:
__ LESSONS 111-112 (Project-Based Learning 1
& 2)
MAIN SKILL FOCUS: Project-Based Learning THEME: Teacher to select
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Teachers will need to develop their own lessons based on
topic/themes and resources that they select. Ideas for projects
should be based on the needs and interests of the pupils.
Teacher to select their
own materials

6. Appendix 1: Learning Standards mapping
The mapping table lists all 112 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.
Lesson Skill Unit Main Complementary
Unit 1
1 R1 1a 3.1.1 2.1.4
2 LA1 1a N/A N/A
3 L1 1a 1.1.1 2.1.1
4 S1 1a 2.1.1 1.1.5
5 W1 1a 4.2.3 4.2.2
6 Revision 1 N/A N/A N/A
7 R2 1b 3.1.3 2.3.1
8 LA2 1b N/A N/A
9 L2 1b 1.1.2 2.1.4
10 S2 1b 2.1.3 4.1.5
11 W2 1b 4.2.4 3.1.5
13 LiA1 N/A 5.1.1 N/A
Unit 2
14 R3 2a 3.1.1 2.1.4
15 LA3 2a N/A N/A
16 L3 2a 1.1.2 2.1.1
17 S3 2a 2.1.4 1.1.5
18 W3 2a 4.2.3 3.1.2
20 R4 2b 3.1.2 2.4.1
21 LA4 2b N/A N/A
22 L4 2b 1.1.1 2.1.4
23 S4 2b 2.1.2 4.1.4
24 W4 2b 4.1.5 3.1.6
26 LiA2 N/A 5.1.1 N/A
Unit 3
27 R5 3a 3.1.2 2.1.4
28 LA5 3a N/A N/A
29 L5 3a 1.1.1 2.1.1
30 S5 3a 2.1.3 3.1.4
31 W5 3a 4.2.2 2.3.1
33 R6 3b 3.1.6 3.1.3
34 LA6 3b N/A N/A
35 L6 3b 1.1.2 2.1.4

36 S6 3b 2.1.4 4.1.3
37 W6 3b 4.2.3 4.2.4
39 LiA3 N/A 5.1.2 N/A
Unit 4
40 R7 4a 3.1.2 2.1.1
41 LA7 4a N/A N/A
42 L7 4a 1.1.3 2.1.4
43 S7 4a 2.3.1 3.1.4
44 W7 4a 4.1.4 3.1.2
46 R8 4b 3.2.1 2.1.4
47 LA8 4b N/A N/A
48 L8 4b 1.1.5 2.1.4
49 S8 4b 2.1.2 1.1.2
50 W8 4b 4.1.5 3.1.6
52 LiA4 N/A 5.1.2 N/A
53 LiA5 N/A 5.1.2 N/A
54 Mid-year revision 1 N/A N/A N/A
55 Mid-year revision 2 N/A N/A N/A
Unit 5
56 R9 5a 3.1.2 2.1.4
57 LA9 5a N/A N/A
58 L9 5a 1.1.5 2.4.1
59 S9 5a 2.1.5 4.1.4
60 W9 5a 4.1.2 3.1.5
62 R10 5b 3.1.5 2.1.5
63 LA10 5b N/A N/A
64 L10 5b 1.3.1 2.4.1
65 S10 5b 2.3.1 1.1.2
66 W10 5b 4.1.1 3.1.1
68 LiA6 N/A 5.2.1 N/A
Unit 6
69 R11 6a 3.1.5 2.1.4
70 LA11 6a N/A N/A
71 L11 6a 1.2.1 2.1.1
72 S11 6a 2.1.1 4.2.1
73 W11 6a 4.2.1 2.1.3
75 R12 6b 3.1.4 2.1.1
76 LA12 6b N/A N/A

77 L12 6b 1.2.1 3.1.4
78 S12 6b 2.4.1 1.1.2
79 W12 6b 4.1.3 2.1.4
81 LiA7 N/A 5.2.1 N/A
Unit 7
82 R13 7a 3.1.3 3.1.1
83 LA13 7a N/A N/A
84 L13 7a 1.1.6 2.2.1
85 S13 7a 2.2.1 4.2.2
86 W13 7a 4.1.3 3.1.6
88 R14 7b 3.2.1 2.1.1
89 LA14 7b N/A N/A
90 L14 7b 1.3.1 2.2.1
91 S14 7b 2.2.1 3.1.3
92 W14 7b 4.1.3 2.1.4
94 LiA8 N/A 5.2.1 N/A
Unit 8
95 R15 8a 3.1.3 2.1.4
96 LA15 8a N/A N/A
97 L15 8a 1.1.6 2.1.5
98 S15 8a 2.1.5 4.1.4
99 W15 8a 4.1.4 2.1.4
101 R16 8b 3.1.2 3.1.3
102 LA16 8b N/A N/A
103 L16 8b 1.1.3 1.1.2
104 S16 8b 2.4.1 1.1.2
105 W16 8b 4.2.4 2.1.1
107 LiA9 N/A 5.3.1 N/A
108 LiA10 N/A 5.3.1 N/A
109 End-of-year revision 1 N/A N/A N/A
110 End-of-year revision 2 N/A N/A N/A
111 PBL1 N/A N/A N/A
112 PBL2 N/A N/A N/A

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

Scheme Of work form 4 for malaysian secondary school

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Scheme Of work form 4 for malaysian secondary school