SOW Form 1.pdf

KURIKULUM STANDARD SEKOLAH MENENGAH
English Language
Scheme of Work
Secondary Form 1

Secondary Form 1 Scheme of Work
Secondary Form 1
Scheme of Work

Contents
Content Overview p.3
1. Content and organisation of the Scheme of Work p.5
2. Scheme of Work Template: supporting information p.8
3. Glossary of terms in the Form 1 Curriculum Framework p.10
4. Differentiation strategies for secondary pupils p.14
5. Scheme of Work: Lessons 1 – 112 p.20
6. Appendices p.132
A. Textbook-Based Lessons: extension activities p.133
B. Non-Textbook-Based Lessons: suggested activities p.158

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Content Overview
The purpose of this document is to provide teachers with support and information with regards to
planning, creating and delivering their lessons throughout the year. Teachers will need to refer to this
document when planning and delivering both the textbook-based lessons and their own non-textbook-
based lessons.
Contained within this Scheme of Work document, teachers will find the following information:
1. Content and organisation of the Scheme of Work
This section provides teachers with an introduction to the Scheme of Work and an explanation of how
the textbook-based lessons and the non-textbook-based lessons are organised within the Scheme of
Work.
2. Scheme of Work Template: supporting Information
This section provides teachers with an explanation of the various details 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. Glossary of terms in the Form 1 Curriculum Framework
Teachers will be required to create their own lesson plans and materials for the non-textbook-based
lessons. Teachers will therefore need to refer to the Content and Learning Standards contained within
the Scheme of Work. These Content and Learning Standards come from the DSKP and the Curriculum
Framework Document.
This section provides teachers with supporting explanations for some of these Content and Learning
Standards.
4. Differentiation strategies for secondary pupils
This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes.
5. Scheme of Work (Lessons 1 – 112)
This section provides teachers with details for the textbook-based and non-textbook-based lessons.

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6. Appendices
The appendices contain additional support materials which the teachers will find useful. These materials
consist of the following:
a. Textbook-Based Lessons: extension activities
Here teachers will find a list of suggested activities which can be used to supplement/extend the
learning materials found within the Form 1 textbook. There are a number of activities for each unit
of the textbook. In addition, the relevant Learning Standard is indicated along with the specific
unit and page number of the textbook that each activity supports.
b. Non-Textbook-Based Lessons: suggested activities
For those lessons where teachers will need to create their own lesson plans/learning materials,
there are listed a number of suggested activities for each of the Form 1 Learning Standards
found within the Curriculum Framework.

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1. Content and organisation of the Scheme of Work
What is the Secondary Form 1 Scheme of Work and how can it help teachers?
The Secondary Form 1 Scheme of Work gives teachers an overview of the Content and Learning
Standards to be covered within each lesson. The Scheme of Work will provide teachers with assistance
in their daily, weekly and longer-term planning of lessons.
What does the Scheme of Work consist of?
The Form 1 Scheme of Work consists of a total of 112 lessons with each lesson lasting a total of 60
minutes. If lessons are organised into 30-minute lessons, teachers will need to plan and adapt their
lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 112.
The Scheme of Work consists of the following three types of lesson:
1. Textbook-Based Lessons: The materials for these lessons will come from the selected Form 1
textbook. This textbook is Pulse 2 and Form 1 will cover the content from Unit 1 to Unit 5 of this
textbook.
2. Non-Textbook-Based Lessons: For this type of lesson, teachers will be responsible for
developing the lesson content and creating the necessary learning materials.
3. Sample Lessons: At the beginning of the Scheme of Work teachers will find full lesson plans for
Lessons 1 – 6. The purpose of these sample lessons is to give teachers some initial assistance
as they start to work through the lessons within the Scheme of Work.

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How are the Scheme of Work lessons organised?
As indicated above, apart from the initial Sample Lessons (Lessons 1 - 5), all the lessons from Lesson 6
to Lesson 112 will be either a textbook-based lesson or a non-textbook-based lesson.
1. Textbook-Based Lessons
Each unit of Pulse 2 will provide teachers with materials sufficient for 11 lessons. This 11-lesson
cycle will consist of the following:
Lesson Lesson Skill/Focus Time
1 Lesson Speaking 60 minutes
2 Lessons Reading 120 minutes
1 Lesson Language Awareness 1 60 minutes
1 Lesson Listening 60 minutes
1 Lesson Enrichment Activity 60 minutes
1 Lesson Language Awareness 2 60 minutes
2 Lessons Action-Oriented Task 120 minutes
1 Lesson Writing 60 minutes
1 Lesson Literature in Action 60 minutes
Teachers are requested to note the following:
 The Reading and Action-Oriented Task lessons will cover a total of two lessons (i.e. 120
minutes) due to the amount of material available for these lesson types in the Pulse 2
textbook.
 Language Awareness Lessons will focus on a specific grammatical structure or function (e.g.
learn and revise will and won’t to make future predictions).
 Enrichment Activities are based on a reading text with a particular aspect of life in a different
English-speaking country highlighted.
 Action-Oriented Tasks are integrated-skills-based lessons where all four skills are practised
and developed.
 Literature in Action: There are no specific materials in the textbook to support this lesson
type. Therefore, teachers are encouraged to incorporate materials from the Literature
Component textbooks provided by the Ministry of Education. At the same time, teachers are
also encouraged to create their own lessons based on the themes and topics contained in the
relevant textbook unit or by using other possible resources.
It is strongly recommended that teachers follow the above structure in the order that it is presented
within the textbook as each section of a unit will follow logically and/or developmentally from the
previous section. For example, the Language Awareness grammar structures are often taken from
the previous reading text. Therefore the structures are presented to pupils within an already
encountered context.
The Form 1 Scheme of Work covers Units 1 – 5 from the textbook and therefore 55 out of the 112
lessons will be textbook-based lessons.

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2. Non-Textbook-Based Lessons
These lessons will be developed by teachers either individually or by teachers working together to
pool their expertise and experience via the Professional Learning Communities (PLC) within their
schools.
The non-textbook-based lessons consist of a 6-lesson cycle and are organised as follows:
Lesson Lesson Skill/Focus Time
1 Lesson Listening 60 minutes
1 Lesson Speaking 60 minutes
1 Lesson Reading 60 minutes
1 Lesson Writing 60 minutes
1 Lesson Literature in Action 60 minutes
1 Lesson Language Awareness 60 minutes
Unlike the textbook-based lessons, teachers can teach the above lessons in any order they wish. For
example, the teacher may decide to teach the Language Awareness lesson immediately after a
Listening lesson and before a Writing lesson. The reason for this could be that the selected listening
text contains specific examples of language structures that could then form the basis of the
Language Awareness lesson. These structures could then be practised within the following Writing
lesson. It is hoped that by not prescribing a specific order of non-textbook-based lessons, teachers
will have as much flexibility as possible for those lessons they will be creating themselves.
It is important to note, however, that teachers are required to complete the full 6-lesson cycle before
moving on to the next textbook-based or non-textbook-based lesson cycle.
As teachers will observe below, the Scheme of Work is organised in that one textbook-based cycle
(i.e. 11 lessons) is followed by two cycles of non-textbook-based lessons (i.e. 2 cycles of 6 lessons =
12 lessons). This is to ensure that the textbook-based lessons are evenly distributed throughout the
year.
Teachers should note that the final three lessons in the Form 1 Scheme of Work (Lessons 110 –
112) provide teachers with the opportunity to create a series of project-based lessons. There can be
a different project focus for each lesson or one project over a series of two to three lessons.
Teachers will also have the opportunity to select appropriate Content and Learning Standards for
these project-based lessons based on the specific needs and interests of their pupils.
3. Sample Lessons
Teachers will see that the lessons within the Scheme of Work begin with 6 sample lessons. These
cover the first cycle of Speaking, Listening, Reading, Writing, Literature in Action and Language
Awareness lessons. These are suggested lessons and teachers may wish to adapt the content of
these lessons to ensure they are relevant for their own pupils.

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2. Scheme of Work Template: Supporting Information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type (e.g. Lesson 1
Speaking, Lesson 2 Writing etc.). Where lessons cover two lessons in total (i.e. in the textbook-based
Reading and Action-Oriented Task lessons) these are indicated by Lessons x – x (e.g. Lessons 7 – 8).
2. Main Skill(s) Focus
Each lesson will have one main skills focus with the exception of the Action-Oriented lessons which will
have a focus on all four skills (listening, speaking, reading and writing).
3. Theme
The four given themes are:
 People and Culture
 Health and Environment
 Science and Technology
 Consumerism and Financial Awareness
Each cycle of textbook-based lessons and non-textbook-based lessons has been assigned a specific
theme. This is to ensure that all of the above themes are adequately covered throughout the course of
Form 1.
4. Topic
Teachers will be responsible for selecting the specific topic areas for the non-textbook-based lessons.
Teachers will need to ensure that the selected topic fits the given theme.
5. Language/Grammar Focus
This will be related to either a grammatical structure/function (e.g. Present Simple and Present
Continuous) or an area of vocabulary (e.g. words related to free-time activities). Teachers are advised to
refer to the syllabus for suggested grammar content for the non-textbook-based lessons.
6. Content and Learning Standards
The given Content and Learning Standards are taken from the DSKP and Curriculum Framework
Document.
7. Main Skill and Complementary Skill(s)
Each lesson within the Scheme of Work will consist of one main skill and one complementary skill,
though there are some lessons which contain two complementary skills. In order to ensure that pupils
receive adequate exposure and practice to every Learning Standard within the Curriculum Framework, it
is necessary to ensure that each Learning Standard appears at least 2 – 3 times within the Scheme of
Work. Sometimes this Learning Standard will appear as a main skill and sometimes as a complementary
skill. Therefore it is critical that teachers ensure that both the main skill and the complementary skill are
covered in each lesson. The complementary skill is not an optional skill that can be ignored or dropped
from the lesson. Doing this may risk pupils not receiving adequate practice and exposure to all the given
Learning Standards within the Curriculum Framework. When teachers are planning their lessons they

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must therefore ensure that both the main skill and complementary skill are each assigned a suitable
learning outcome.
Teachers should also be aware that the main skill and complementary skill should not be given equal
time and attention within the lesson. Teachers will need to ensure that the complementary skill is
covered, but the degree of attention the complementary skill receives in comparison to the main skill, will
be up to the teacher’s own professional judgement as they will know better the specific learning needs of
their pupils.
8. Learning Outline
a. Textbook-Based Lessons: Teachers will need to refer to the Teacher’s Book which provides
detailed information for teachers. This includes not only giving teachers guidance regarding
lesson procedures for the main lesson content (Lesson Delivery), but also support with the given
lesson warmers/starters (Pre-Lesson), and end of lesson activities (Post Lesson).
b. Non-Textbook-Based Lessons: As teachers will be responsible for creating their own
lessons, this section of the Scheme of Work has been left blank for teachers to complete
themselves. However, teachers will need to refer to the given Content and Learning Standard
when planning their lesson.
9. Materials / References
Page numbers from the Teacher’s Book have been given for the textbook-based lessons.
For the non-textbook-based lessons, this section has been left blank for teachers to complete.
10. Cross Curricular Element
Teachers will need to refer to the Cross Curricular Elements to complete this section of the Scheme of
Work for the non-textbook-based lessons. Suggested Cross Curricular Elements have been provided for
the textbook-based lessons.
11. Differentiation Strategies
Teachers have been provided with a number of suggested differentiation strategies (see Section 4
Differentiation strategies for secondary pupils). Teachers will need to select those strategies which are
suitable in relation to the materials used and the specific needs of their pupils.
12. Teachers’ Notes / Remarks
This is has been left blank for teachers to complete as appropriate.

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3. Glossary of terms in the Form 1 Curriculum Framework
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 1 Curriculum Framework Meaning
Listening
Listening 1.1.1
Understand with little or no support the main
ideas in simple longer texts on a range of
familiar topics
See also:
 Listening 1.1.2
 Listening 1.1.3
 Listening 1.1.6
 Reading 3.1.1
 Reading 3.1.2
little or no support
Little support means that pupils may sometimes need a small amount of help to understand main
ideas. No support means that they can understand main ideas without any help.
If pupils need help, this can come from the teacher, from classmates, from pictures, examples or
explanations in their textbook, or from a reference resource, such as a dictionary.
simple longer texts
Simple texts are texts in which content is organised clearly, and which contain language and ideas
which pupils can understand. Longer texts are usually more than 10 lines long.
Teachers should use their own judgment on simple longer texts, based on the level and interest of the
pupils they teach.
a range of familiar topics
A range of familiar topics means a variety of topics which pupils know. Examples include topics
covered in primary school such as clothes, free time and animals, and in the Pulse 2 textbook, such as
tourist attractions, art and professions.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different
topics. Teachers should use their own judgment here.

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Listening 1.1.4
Understand longer sequences of supported
classroom instructions
longer sequences of supported classroom instructions
Supported classroom instructions are ones which the teacher helps pupils to understand. Examples of
support for instructions include using gestures, pictures or checking comprehension by asking pupils
questions.
Longer sequences of classroom instructions usually contain 3 sequences or more, e.g. First, match the
sentences and pictures, then underline the false sentence, explain to your partner why it is wrong, and
then write the true sentence together.
Teachers should use their own judgment on longer sequences of supported classroom instructions,
based on the language level and background knowledge of the pupils they teach.
Listening 1.1.5
Understand more complex supported
questions
more complex supported questions
A more complex question is a question which contains more than one clause, e.g. Where did they go
on holiday and why did they enjoy it?
Supported questions are ones which the teacher helps pupils to understand. Typically teachers can
provide this help by checking understanding, explaining the question or writing key question words on
the board.
Listening 1.1.6
Understand with support longer simple
narratives on a wide range of familiar topics
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.
longer simple narratives
Longer simple narratives are stories which are usually longer than 10 lines. The simple narratives
contain language and ideas which pupils can understand.
Teachers should use their own judgment on longer simple narratives, based on the level and interest of
the pupils they teach.
a wide range of familiar topics
A wide range of familiar topics means almost all of the topics which pupils know. Examples include the
topics which pupils have studied in English in primary school, such as clothes, free time, and animals,
and in the Pulse 2 textbook, such as tourist attractions, art and professions.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different
topics. Teachers should use their own judgment here.

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Speaking
Speaking 2.1.4
Explain and give reasons for simple advice
give reasons for simple advice
Pupils who can give reasons for simple advice can explain why they have given the advice, e.g. You
should go to George Town if you like history, because the buildings are old and interesting.
Content standard 2.3 Focus
Manage interaction appropriately
See also
 Speaking 2.3
 Speaking 2.4
 Reading 3.2 focus
 Writing 4.2 focus
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 2.3.1
Keep interaction going in short exchanges by
checking understanding of what a speaker is
saying
short exchanges
Short exchanges are usually interactions in which each pupil has 4 speaking turns or fewer. Here is an
example short exchange, in which pupil 2 keeps interaction going by checking understanding of what
pupil 1 says:
Pupil 1: Langkawi is my favourite place.
Pupil 2: Why?
Pupil 1: I like beaches, jungle, flowers. Not many people.
Pupil 2: So, you like nature and quiet places?
Pupil 1: Yes
Teachers should use their own judgment on short exchanges, based on how simple the speaking task
is for their pupils and on how familiar the speaking topic is to them.

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Speaking 2.3.2
Agree on a set of basic steps needed to
complete extended classroom tasks
basic steps
Basic steps are the main steps needed to complete a task successfully.
extended classroom tasks
An extended classroom task is one which involves a number of stages, and which usually takes longer
than 10 minutes to complete. Examples include pupils making a group poster, pupils carrying out a
class survey and reporting the results, and pupils planning and giving a short presentation to their
classmates.
Writing
Writing 4.2.2
Spell most high frequency words accurately in
independent writing
most high frequency words
High frequency words are words which pupils use often in Form 1 writing, for example those which
occur in Pulse 2 topics.
This learning standard means that pupils can spell the words accurately in general, but will make
spelling mistakes with some words.
Teachers should use their own judgment on familiar high frequency words, according to the words
pupils often write in their lessons.
independent writing
Independent writing is when a pupil writes alone without help.
Writing 4.2.3
Produce a plan or draft of two paragraphs or
more and modify this appropriately in
response to feedback
modify this appropriately in response to feedback
Feedback means comments on written work from the teacher or from other pupils
Pupils who can modify a draft appropriately in response to feedback can use the comments they
receive to reorganise content and correct most language errors. The result is a second draft which is
easier to understand and which contains fewer language errors than the first draft.

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4. 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
with confidence, 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 didn’t 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 extra support.
3. When getting feedback, don’t go around the class picking pupils in order. Ask pupils randomly
(making a note if it helps to ensure you ask different pupils each time over a few lessons).
Choose the respondent according to the level of the task and what you know about your
pupils.
4. Monitor closely – this will allow you to check that everyone has understood and is doing the
task successfully and to provide extension questions to those finding the task easy.
5. Always do an example for each task. This provides a clear instruction for everybody. Those
finding the task easy can help supply the example to increase the challenge.

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Strategy 2: Differentiate by the task pupils are given
It is possible to use the same source material and expected outcomes but to adapt and differentiate the
way the task works for pupils. This takes slightly more preparation for the teacher but the tasks can often
be reused for more than one class.
Examples of task differentiation (all taken from Pulse 2 pages 33 - 35) include the following:
i) Give more proficient pupils standard ‘gap fill’ tasks but add in multiple choice options for the less
proficient pupils. For example:
 We’re having lots of adventures on our holiday. While we 1._____ (stay) at a campsite near a
river, we 2.______ (have) a terrible experience.
 We’re having lots of adventures on our holiday. While we 1. stayed/were staying at a campsite
near a river, we 2. had/were having a terrible experience.
ii) Give more proficient pupils sentence constructions e.g. requiring them to add in correct tenses,
but change the task to ‘tick the correct sentence’ or ‘use the tense given’ for less proficient pupils.
For example:
 Make sentences using the past continuous and past simple:
His brother/eat/when/the lights/go out.
 Tick the correct sentence in each case
a. His brother ate when the lights went out.
b. His brother was eating when the lights were going out.
c. His brother was eating when the lights went out.
iii) For exercises involving filling in a table or categorising (see Pulse 2 page 32, exercise 6) add
some items into the table in advance for less proficient pupils but leave more proficient pupils to
do all the items themselves and even add some additional ones of their own.
iv) For grammar analysis boxes where the use of a grammar form has to be completed or matched
to a reason (see Pulse 2 page 35, exercise 1), give the correct answers to less proficient pupils
and add examples that they match to the analysis. The more proficient pupils can complete the
task as given in the textbook.
v) For standard question / answer formats, allow more proficient pupils to answer unsupported. Give
the answers to less proficient pupils but mix them up so it becomes a matching task.
Sometimes, the teacher 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.

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Tasks might include:
i) brainstorming lists
ii) creating mind maps
iii) thinking of examples
iv) playing games requiring personalised answers, e.g. about their hobbies / likes and dislikes /
families
v) 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) their 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. the teacher sets an instruction or clarifies a
new word - to check the instruction or reinforce the word, 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 gloss (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 and 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 extra challenge for more proficient pupils.

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Strategy 4: Differentiate by the outcome expected from pupils
The teacher 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:
 Compulsory plus optional
 Remember and share
 Add on
 Project work
i) Compulsory plus optional
Here, the teacher sets 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 the teacher words or ideas they
learned in a previous lesson or task. (E.g. Look at the classroom objects on my table. In one
minute, I’ll cover them… Now, share with your group what you remember and then tell me). This
task allows all pupils to make successful contributions.
iii) Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well, have a
few extension questions to hand and ask them. Alternatively ask them to rewrite sentences or
think of their own additional questions to ask other more proficient pupils.
iv) Project outcome
If pupils are doing project work, encourage more proficient pupils to do more – either produce a
greater quantity of output or produce more complex outcomes. For example, if pupils are doing a
project on the environment, more proficient pupils can research and produce a written report and
do a class presentation; less proficient pupils can be given materials to use for ideas and produce
a short illustrated summary only.

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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, and extra tasks for pupils who
complete the task early should 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. Extra tasks should extend and enrich learning.
Strategy 6: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers 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 – teachers 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 always 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 teachers 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. Teachers should make sure to vary pairing and grouping over time.
Teachers 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, a teacher might decide on a
writing target for each child; if a pupil is not yet a proficient writer, the teacher 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 extra 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 extra challenge. As less proficient pupils grow in confidence and competence,

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teachers 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 helps the pace of the lesson.
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, the
teacher can tell them the lines in which the misspellings are, and ask them to find and correct them.
Teachers 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. The pupil should be able to respond to
the extra challenge built in to 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 given equal opportunity to
develop over time and teachers should ensure that all their pupils are challenged and given equal
opportunity for development. There has been a considerable amount of research recently into the
subject of the ‘growth mindset’ which looks at, amongst other things, how teacher feedback can impact
on a pupil’s development over time. Further information on the ‘growth mindset’ can be found at:
https://www.mindsetworks.com/science/

20
5. SCHEME OF WORK
LESSONS 1 - 112

21
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (SAMPLE LESSON)
WEEK:
_______________
LESSON 1: Speaking
MAIN SKILL(S) FOCUS: Speaking
THEME: Consumerism and Financial Awareness
TOPIC: Money
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to the topic of money
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and feelings
intelligibly 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 2.1.1
Ask about and give
detailed information
about themselves and
others
Complementary Skill
Reading 3.1.4
Use with some support
familiar print and digital
resources to check
meaning
Teachers to refer to the
suggested lesson plan
on the following page.
Access to bilingual
dictionaries suitable for
A2 learners
Financial Education Please refer to provided
list of differentiation
strategies and select
appropriate
strategy/strategies.

22
Pre-lesson
1. Greet pupils and explain that in this lesson, they’ll get to know each other a little, and will practise speaking, listening and using dictionaries about a topic
which they’ll be studying over the next 5 lessons. Tell them they’ll find out the topic later.
Lesson delivery
2. Introduce yourself. Tell pupils a little about your family, something you like and why, and something you don’t like and why.
3. Tell pupils that you want them to introduce themselves to each other in small groups, and that they will need to remember what their classmates tell
them, as they’ll report this information to other classmates.
4. Divide pupils into groups of 3, and ask them to tell each other about their family, something they like and why, and something they don’t like and why.
5. Create new groups of 3 and ask pupils to tell their new groups about themselves and the classmates in the previous groups.
6. Ask a few pupils to tell you one interesting thing they learned about a classmate.
7. Divide pupils into groups of 5 or 6 and explain that the topic of the lesson is now changing. Tell pupils that you’ll say 5 letters of the alphabet, and that the
group must make this letter together in any way they choose, so that their group represents the letter. E.g. if you say C, they could stand in a semi-circle.
8. Say the letters M-O-N-E-Y pausing after each letter, so that groups have time to make the letter.
9. Elicit from the class the word they’ve made (Money).
10. Ask pupils to work in pairs and think of 5 ways or more people can get money (e.g. find it on the street): tell them that they can use dictionaries to find
and check words if necessary.
11. Elicit suggestions on the board.
(Possibilities include find money, earn it, steal it, inherit it, win it, borrow it, beg for it)
Post lesson
12. Ask pupils to put these ways of getting money in order from most common to least common: pupils do this individually, and then share answers as a
whole class.

23
WEEK:
_______________ LESSON 2: Listening
MAIN SKILL(S) FOCUS: Listening
TOPIC: Money
LANGUAGE/GRAMMAR FOCUS: Past Simple Verbs
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
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 1.1.6
Understand with support
on a wide range of
familiar topics
Complementary Skill
Speaking 2.4.1
Narrate short stories,
events and experiences
Copy of the story: You
cannot steal the moon
and story prompts on the
pages following this
lesson outline.
appropriate

24
Pre-lesson
1. Write lesson aims on the board:
• to understand the events in a story
• to retell the story with your classmates
2. Draw stick figures of 2 men, a small hut (teach or check this word if necessary) and the moon on the board. You can use pictures instead if you prefer.
3. Tell pupils that you will tell them a story, and ask them to predict the connection between the men, the hut and the moon.
4. Elicit suggestions from the whole class and write them briefly on the board.
Lesson delivery
5. Tell pupils the story.
6. Ask them to compare their predictions with real connection in the story briefly in pairs and then as a whole class.
7. Now ask pupils to listen again to the story and to be ready to tell you some of the details of the story.
8. Tell the story again and elicit some of the key details.
9. Tell pupils that you’ll ask them to retell the story together.
10. Hand out the story prompts and ask pupils to use them to tell the story together in pairs or small groups.
11. If necessary, tell the story once more to help pupils while they are working with the prompts.
12. Elicit the story, line by line, as a whole class activity.
Post lesson
13. Ask pupils what the final part of the story means, and elicit their suggestions.
(There is no correct answer, as the story is open to different interpretations. One interpretation is that rich people are people who want to give, and poor
ones are ones who want to take. Another is that we should think about the beauty of the world around us, not about possessions. Other interpretations are
possible.
14. Hand out the story so that pupils can check their work.

25
WEEK:
_______________
LESSON 3: Reading
MAIN SKILL(S) FOCUS: Reading
TOPIC: Money
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to the topic of money
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
strategies
Complementary Skill
Reading 3.1
appropriate reading
strategies
Main Skill
Reading 3.1.2
Understand specific
details and information in
simple longer texts
Complementary Skill
Reading 3.1.3
Guess the meaning of
unfamiliar words from
clues provided by other
known words and by
context
Candy’s shopping trip
worksheet.
Answers are on the page
following the worksheets.
appropriate

26
Pre-lesson
1. Give pupils the text on Candy’s shopping trip. Ask them to cover or fold them so that they can see only Candy.
2. Elicit suggestions from the whole class in response to the question above the picture of Candy.
Lesson delivery
3. Ask pupils to uncover or unfold the text, to read it, and to answer questions 1 and 2.
4. Check the answers with the whole class.
5. Tell pupils that they’ll now focus on how language is used in the text.
6. Focus briefly on coordinating conjunctions (‘linking words’ may be a more learner-friendly phrase) as a whole class. Give an example, and then ask
pupils to identify other examples, and to explain what they link. Pupils can use L1 if necessary, as the main focus here is on understanding and learning,
not on language use
7. Give an example of a reference pronoun and what it refers to.
8. Divide the class into 2. Tell pupils in the one half to circle reference pronouns in paragraphs 1-3 of the text and to be ready to say who or what the
pronouns refer to. Tell pupils in the other half to do the same for paragraphs 4-6.
9. Elicit feedback: if time is short, elicit just a few examples, so that you leave time for stage 10.
Post lesson
10. Briefly ask pupils to tell you the skills and language focus for the lesson.
11. Ask pupils whether they think it was a good idea to spend the money in this way. There are no right or wrong answers here: the aim is to elicit opinions.

27
WEEK:
_______________
LESSON 4: Writing
MAIN SKILL(S) FOCUS: Writing
TOPIC: Money
LANGUAGE/GRAMMAR FOCUS: Past Simple Verbs, Reference Pronouns and Coordinating
Conjunctions
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Communicate intelligibly
through print and digital
media on familiar topics
Complementary Skill
Writing 4.1
Main Skill
Writing 4.1.3
Narrate factual and
imagined events and
experiences
Complementary Skill
Writing 4.1.5
Connect sentences into
two coherent paragraphs
or more using basic
coordinating
conjunctions and
reference pronouns
Candy’s shopping trip
text from Lesson 4.
Ron’s shopping trip
worksheet
appropriate

28
Pre-lesson
1. Ask pupils to remind you about how Candy spent her inheritance in the previous reading lesson.
2. Briefly focus pupils’ attention on the text on Candy’s shopping trip, and remind them of their focus on coordinating conjunctions and on reference
pronouns. Elicit a few examples.
Lesson delivery
3. Tell pupils that Candy has a brother, Ron, who also inherited 2000 ringgits. Tell pupils that they will create a short text about Ron’s shopping trip, which
they will swap with classmates, who will calculate how much he spent and how much he has left.
4. Divide pupils into pairs, hand out the worksheet and tell pupils to create their text. Tell them that they can use the Candy text to help, if necessary, and
that they should pay attention to coordinating conjunctions, reference pronouns, and simple past tense verbs.
5. Monitor and support as necessary and make a note of any common language errors relating to use of past simple, coordinating conjunctions and
reference pronouns.
6. Tell pairs to swap texts and to complete the table to calculate how much Ron spent and how much he has left.
7. Tell pupils to check their answers with each other.
8. Write any common language errors from stage 3 on the board, and ask pupils to correct these as a whole class.
Post lesson
9. Ask pupils to read each other’s texts and to underline one thing the writers have done well (e.g. good use of vocabulary, good idea for spending the
inheritance)
10. Elicit examples from the whole class.

29
WEEK:
_______________
LESSON 5: Literature in Action
MAIN SKILL(S) FOCUS: Literature in Action
TOPIC: Money
LANGUAGE/GRAMMAR FOCUS: Adjectives and nouns
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
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 intelligibly through
creating simple stories
and poems.
Other imaginative
responses as
appropriate
Octopoem about
friendship and
Octopoem template
appropriate

30
Pre-lesson
1. Write this statement on the board: Money is a friend and an enemy.
2. Ask pupils to think about whether they agree with this sentence in connection with their own lives, and why/why not.
3. Tell pupils to share their opinions in groups of 3 or 4.
Lesson delivery
4. Elicit answers and reasons from a few pupils in the whole class.
5. Tell pupils that this task prepares them to think about what money is and does, and that they will write a poem about money in the lesson.
6. Show them the Octopoem about Friendship and ask them to think about possible reasons for the writer’s opinions.
7. Elicit suggestions from the whole class.
8. Now ask pupils to complete the Octopoem about money. They can do this individually or in pairs, depending on their preference and what you think is
most suitable.
9. Ask fast finishers to share their poems and ask each other questions about the poems.
10. Put the poems on the classroom wall or on desks and ask pupils to walk around, read the poems, and note down one phrase they like.
Post lesson
11. With the whole class, ask pupils to share phrases they like, and to say why.

31
WEEK:
_______________
LESSON 6: Language Awareness
MAIN SKILL(S) FOCUS:
TOPIC: Money
LANGUAGE/GRAMMAR FOCUS: Giving advice and making suggestions
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
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
are not explicitly
covered.
Pre-lesson
Refer to sample lesson
plan
Lesson Delivery
plan
Post Lesson
plan
Handouts Language Please refer to provided
appropriate

32
Pre-lesson
1. Teacher writes on the board ‘party’ and asks pupils to work in groups of 3 - 4 to come up with as many words they can think of which are connected to
‘party’ (e.g. balloons, food, music, dancing, gifts etc.)
2. Teacher introduces theme of the lesson – pupils will be working in groups to organise a class party. They will need to decide what they will buy for the
party (i.e. decorations, food, drink, games etc.) and think of possible games and activities for the party. However, they will only have a fixed amount of
money to spend.
Lesson delivery
3. Teacher prepares before the lesson a handout containing a short dialogue between 2 – 3 pupils discussing what to buy. Teacher to ensure that target
language structures are included within the dialogue (e.g. Why don’t we …, How about …, What about …, Could we …? / That’s a good idea / suggestion.
I’m not sure about that etc.)
4. Teacher gives the handout to pupils and asks them to read the dialogue and underline the giving, accepting / rejecting language structures. The teacher
may wish to select a group of more confident pupils to act out the dialogue in front of the class.
5. Teacher then goes through the structures and drills pupils chorally and individually to ensure pupils have an awareness of pronunciation and intonation
of the given structures.
6. Pupils are then put into groups of 3 – 4 and are tasked with deciding what they will do for the class party. This could involve them putting together some
events/games etc. as well as deciding on food and drink. Teacher will explain that the party will last for two hours and they will have a fixed amount of
money to spend. Before the lesson, the teacher will need to prepare a price list of various items / food / drinks etc. that pupils may wish to buy for their party
and also on the amount that pupils are allowed to spend.
8. Pupils then plan their party using the language structures presented at the beginning of the lesson.
9. Once pupils have decided on their plans for the party they can then report back their ideas to the whole class or are reformed into different groups (i.e.
one pupil from each group form new groups and tell their new group about their plans).
10. Class can then vote on which party they would most like to attend..
Post lesson
11. To round off the lesson pupils then tell each other about a party they have been to and what they liked about it.
12. Homework task - pupils can write an email to an imaginary friend who needs some advice on organising their own class party.

33
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 1)
WEEK:
_______________
LESSON 7: Speaking
THEME: People and Culture
TOPIC: Free Time Activities
LANGUAGE/GRAMMAR FOCUS: Free Time Activities
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary skill
Reading 3.1
appropriate reading
strategies to construct
meaning
Main Skill
Speaking 2.1.1
Ask about and give
others
Complementary skill
Reading 3.1.2
Understand specific
simple longer texts
Pre-Lesson
See Teacher’s Book.
Lesson Delivery
Post Lesson
Pulse 2 Unit 1 p.10 Language Please refer to provided
appropriate

34
WEEK:
_______________
LESSONS 8 - 9: Reading
LANGUAGE/GRAMMAR FOCUS:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Speaking 2.1.1
Ask about and give
others
Speaking 2.3.2
Agree on a set of basic
steps needed to
complete extended
classroom tasks
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

35
WEEK:
_______________
LESSON 10: Language Awareness (1.1)
LANGUAGE/GRAMMAR FOCUS: Present Simple / Present Continuous (affirmative, negative,
questions and short answer questions)
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

36
WEEK:
_______________
LESSON 11: Listening
TOPIC: Skills and Abilities
LANGUAGE/GRAMMAR FOCUS: Skills and Abilities / I can ... / I can’t … / I’m good at … / I’m
not good at …
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skills
Listening 1.1.1
Understand with little or
no support the main
ideas in simple longer
texts on a range of
familiar topics
Complementary Skill
Listening 1.1.2
no support specific
information and details in
simple longer texts on a
range of familiar topics
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

37
WEEK:
_______________
LESSON 12: Enrichment Activity
TOPIC: Tourist Attractions
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to amusement and theme parks
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skills
Reading 3.1.1
Understand the main
points in simple longer
texts
Complementary Skill
Reading 3.1.2
Understand specific
details information in
simple longer texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

38
WEEK:
_______________ LESSON 13: Language Awareness (1.2)
TOPIC: Art
LANGUAGE/GRAMMAR FOCUS: Present Simple and Present Continuous
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

39
WEEK:
_______________ LESSONS 14 – 15: Action Oriented Task
MAIN SKILL(S) FOCUS: Reading, Listening, Writing and Speaking
TOPIC: Activity Camp
LANGUAGE/GRAMMAR FOCUS: Asking for personal information
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skills
Reading 3.1
appropriate reading
meaning
Listening 1.1
variety of familiar
contexts
Main Skills
Reading 3.1.2
Understand specific
simple longer texts
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Listening 1.1.2
no support specific
Pre-Lesson
Lesson Delivery
Post Lesson
Pulse 2 Unit 1 p.16 –
p.17
Language Please refer to provided
appropriate

40
Writing 4.1
Speaking 2.1
Communicate
information, ideas,
topics
Writing 4.1.1
Give detailed information
others
Speaking 2.1.1
Ask about and give
others

41
WEEK:
_______________ LESSON 16: Writing
TOPIC: Personal Profiles
LANGUAGE/GRAMMAR FOCUS: (1) Writing a personal profile using because and so to give
reasons and link ideas (2) Present Simple and Present Continuous
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
appropriate language
form and style
Main Skills
Writing 4.1.1
others
Complementary Skill
Writing 4.2.3
Produce a plan or draft
of two paragraphs or
more and modify this
appropriately in response
to feedback
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

42
WEEK:
_______________ LESSON 17: Literature in Action
TOPIC: Teacher to select
LANGUAGE/GRAMMAR FOCUS: Teacher to select
:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Engage with, respond to
and interpret a variety of
literary text types
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
5.1.1
Describe in simple
language a character’s
actions or feelings and
explain the reasons for
them
Complementary Skill
Speaking 2.1.5
Ask about and describe
personality
Teachers to develop
their own lesson using
materials from the
Literature Component
books. This material will
ideally be linked to the
themes/topics contained
in Unit 1 of the textbook.
Alternatively, teachers
may develop their own
lesson based on the
in Unit 1 of the textbook
using other possible
resources.
appropriate
strategy/strategies

43
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON
WEEK:
_______________ LESSON 18: Listening
THEME: Science and Technology
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skills
Listening 1.1.2
no support specific
Complementary Skill
Listening 1.1.4
Understand longer
sequences of supported
Teachers to develop
their own lesson.
Teachers to select their
own materials.
Please refer to provided
appropriate

44
WEEK:
_______________ LESSON 19: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
Speaking 2.1.2
Ask about and express
rules and obligations
Complementary Skill
Speaking 2.1.4
Explain and give reasons
for simple advice
Teachers to develop
their own lesson.
own materials.
appropriate

45
WEEK:
_______________ LESSON 20: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.3
known words and by
context
Teachers to develop
their own lesson.
own materials.
appropriate

46
WEEK:
_______________ LESSON 21: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Writing 4.1
Main Skill
Writing 4.1.2
Describe future plans or
events
Complementary Skill
Writing 4.2.2
Spell most high
frequency words
accurately in
independent writing
Writing 4.1.5
or more using basic
coordinating
conjunctions and
pronouns
Teachers to develop
their own lesson.
own materials.
appropriate

47
WEEK:
_______________ LESSON 22: Literature in Action
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Literature In Action
5.1
literary texts
Main Skill
5.1.2
Identify and describe in
simple language the key
characters in a text
Teachers to develop
materials from the
books.
appropriate

48
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
Teachers refer to
syllabus for suggested
grammar focus.
own materials.
appropriate

49
WEEK:
_______________
THEME: Health and Environment
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
Listening 1.1.5
Understand more
complex supported
questions
Complementary Skill
Speaking 2.1.4
for simple advice
Teachers to develop
their own lesson.
own materials.
appropriate

50
WEEK:
_______________
LESSON 25: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Writing 4.1
Main Skill
Speaking 2.1.3
future plans or events
Complementary Skill
Writing 4.1.2
events
Teachers to develop
their own lesson.
own materials.
appropriate

51
WEEK:
_______________
LESSON 26: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.4
resources to check
meaning
Teachers to develop
their own lesson.
own materials.
appropriate

52
WEEK:
_______________
LESSON 27: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.3
Narrate factual and
imagined events and
experiences
Complementary Skill
Writing 4.2.3
to feedback
Teachers to develop
their own lesson.
own materials.
appropriate

53
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
5.3
Main Skill
5.3.1
and simple poems
Other imaginative
responses as
appropriate
Teachers to develop
materials from the
books.
appropriate

54
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
Teachers to refer to
grammar focus.
own materials.
appropriate
strategy/strategies

55
WEEK:
_______________
LESSON 30: Speaking
TOPIC: Literature
LANGUAGE/GRAMMAR FOCUS: Literary Genres
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Speaking 2.1.1
Ask about and give
others
Complementary Skill
Reading 3.1.2
Understand specific
simple longer texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

56
WEEK:
_______________
LESSON 31 – 32: Reading
TOPIC: Literature
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Writing 4.1
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Writing 4.1.1
others
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

57
WEEK:
_______________
TOPIC: Literature
LANGUAGE/GRAMMAR FOCUS: Past Simple (regular and irregular verbs)
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

58
WEEK:
_______________
TOPIC: Professions
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to professions
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skills
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Complementary Skill
Listening 1.1.2
no support specific
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

59
WEEK:
_______________
TOPIC: Festivals
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to festivals
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skills
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

60
WEEK:
_______________
TOPIC: A famous writer
LANGUAGE/GRAMMAR FOCUS: Learn and revise was/were and could/couldn’t. Revise Past
Simple (regular and irregular verbs)
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

61
WEEK:
_______________
LESSON 37 - 38: Action Oriented Task
TOPIC: A tourist attraction
LANGUAGE/GRAMMAR FOCUS: Asking for information and talking about experiences
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skills
Reading 3.1
appropriate reading
meaning
Listening 1.1
variety of familiar
contexts
Main Skills
Reading 3.1.2
Understand specific
simple longer texts
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Listening 1.1.2
no support specific
Pre-Lesson
See Teacher’s Book
Lesson Delivery
Post Lesson
p.27
appropriate

62
Writing 4.1
Speaking 2.1
Communicate
information, ideas,
topics
Speaking 2.4
Communicate
topics
Writing 4.1.1
others
Speaking 2.1.1
Ask about and give
others
Speaking 2.4.1

63
WEEK:
_______________
LESSON 39: Writing
TOPIC: Places
LANGUAGE/GRAMMAR FOCUS: Writing a review using also and too, past simple verbs, could
and couldn’t
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skills
Writing 4.1.1
others
Complementary Skill
Writing 4.2.3
to feedback
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

64
WEEK:
_______________
:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
literary text types
Main Skill
5.1.2
Teachers to develop
materials from the
lesson based on the
resources.
appropriate

65
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
Listening 1.1.6
on a wide range of
familiar topics
Complementary Skill
Speaking 2.1.4
for simple advice
Teachers to develop
their own lesson.
own materials.
appropriate

66
WEEK:
_______________
LESSON 42: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.2
Complementary Skill
Speaking 2.3.1
Keep interaction going in
short exchanges by
checking understanding
of what a speaker is
saying
Teachers to develop
their own lesson.
own materials.
appropriate

67
WEEK:
_______________
LESSON 43: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.2
Explore and expand
ideas for personal
development by reading
independently and widely
Main Skill
Reading 3.2.1
Read and enjoy
fiction/non-fiction and
other suitable print and
digital texts of interest
Teachers to develop
their own lesson.
own materials.
appropriate

68
WEEK:
_______________
LESSON 44: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.1
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.4
Describe personality
Complementary Skill
Writing 4.1.5
or more using basic
coordinating
conjunctions and
reference pronouns
Writing 4.2.2
Spell most high
frequency words
accurately in
independent writing
Teachers to develop
their own lesson.
own materials.
appropriate

69
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
literary texts
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
5.1.2
Complementary Skill
Speaking 2.1.5
personality
Teachers to develop
materials from the
books.
appropriate

70
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
Teachers refer to
grammar focus.
own materials.
appropriate

71
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.2
Use appropriate listening
strategies in a variety of
contexts
Complementary Skill
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
Listening 1.2.1
known words and by
context on familiar topics
Complementary Skill
Speaking 2.1.5
personality
Teachers to develop
their own lesson.
own materials.
appropriate

72
WEEK:
_______________
LESSON 48: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.4
for simple advice
Complementary Skill
Speaking 2.3.1
short exchanges by
saying
Teachers to develop
their own lesson.
own materials.
appropriate

73
WEEK:
_______________
LESSON 49: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Teachers to develop
their own lesson.
own materials.
appropriate

74
WEEK:
_______________
LESSON 50: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.3
Narrate factual and
imagined events and
experiences
Complementary Skills
Writing 4.2.1
Use capitals, full stops,
commas in lists, question
marks, and speech
marks appropriately at
discourse level
Writing 4.2.3
to feedback
Teachers to develop
their own lesson.
own materials.
appropriate

75
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Main Skill
5.3.1
and simple poems
Other imaginative
responses as
appropriate
Teachers to develop
materials from the
books.
appropriate

76
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
grammar focus.
own materials.
appropriate

77
WEEK:
_______________
LESSON 53: Speaking
TOPIC: Weather
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to the weather
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.1
Ask about and give
others
Complementary Skill
Speaking 2.3.2
steps needed to
complete extended
classroom tasks
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

78
WEEK:
_______________
LESSON 54 - 55: Reading
TOPIC: Weather
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Speaking 2.4
Communicate
topics
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Speaking 2.4.1
Pre-Lesson
Lesson Delivery
Post Lesson
Pulse 2 Unit 3 p.31 Environmental
sustainability
appropriate

79
WEEK:
_______________
TOPIC:
LANGUAGE/GRAMMAR FOCUS: Learn and revise Past Continuous and regular and irregular
adverbs
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

80
WEEK:
_______________
TOPIC: Natural disasters
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to extreme weather
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skills
Listening 1.1.2
no support specific
Complementary Skill
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Pre-Lesson
Lesson Delivery
Post Lesson
sustainability
appropriate

81
WEEK:
_______________
TOPIC: Natural disasters - earthquakes
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to earthquakes
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

82
WEEK:
_______________
TOPIC: Historical events
LANGUAGE/GRAMMAR FOCUS: Contrast the use of the Past Simple and Past Continuous
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

83
WEEK:
_______________
LESSONS 60 - 61: Action Oriented Task
TOPIC: Weather
LANGUAGE/GRAMMAR FOCUS: Reacting to news
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skills
Reading 3.1
appropriate reading
meaning
Listening 1.1
variety of familiar
contexts
Main Skills
Reading 3.1.1
Understand the main
texts
Reading 3.1.2
Understand specific
simple longer texts
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Listening 1.1.2
no support specific
Pre-Lesson
Lesson Delivery
Post Lesson
p.37
Environmental
sustainability
appropriate

84
Writing 4.1
Speaking 2.1
Communicate
information, ideas,
topics
Speaking 2.4
Communicate
topics
Writing 4.1.1
others
Speaking 2.1.1
Ask about and give
others
Speaking 2.4.1

85
WEEK:
_______________
LESSON 62: Writing
TOPIC: A fictional narrative
LANGUAGE/GRAMMAR FOCUS: Writing a fictional narrative using Past Simple and Past
Continuous and sequencing words (i.e. One day, soon, then, by then, later, in the end)
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skills
Writing 4.1.3
Narrate factual and
imagined events and
experiences
Complementary Skill
Writing 4.2.3
to feedback
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

86
WEEK:
_______________
:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
literary text types
Main Skill
5.3.1
and simple poems
Other imaginative
responses as
appropriate
Teachers to develop
materials from the
lesson based on the
resources.
appropriate

87
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.2
Use appropriate listening
strategies in a variety of
contexts
Main Skill
Listening 1.1.2
no support specific
Complementary Skill
Listening 1.2.1
known words and by
context on familiar topics
Teachers to develop
their own lesson.
own materials.
appropriate

88
WEEK:
_______________
LESSON 65: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.4
for simple advice
Complementary Skill
Speaking 2.3.1
short exchanges by
saying
Teachers to develop
their own lesson.
own materials.
appropriate

89
WEEK:
_______________
LESSON 66: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.3
known words and by
context
Teachers to develop
their own lesson.
own materials.
appropriate

90
WEEK:
_______________
LESSON 67: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.1
others
Complementary Skill
Writing 4.2.1
marks, and speech
discourse level
Teachers to develop
their own lesson.
own materials.
appropriate

91
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
5.1
literary text types
Main Skill
5.1.1
Describe in simple
them
Teachers to develop
materials from the
books.
appropriate

92
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
Teachers refer to
grammar focus.
own materials.
appropriate

93
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skill
Listening 1.1.6
on a wide range of
familiar topics
Complementary Skill
Listening 1.1.4
Understand longer
sequences of supported
Teachers to develop
their own lesson.
own materials.
appropriate

94
WEEK:
_______________
LESSON 71: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.2
Complementary Skill
Speaking 2.3.1
short exchanges by
saying
Teachers to develop
their own lesson.
own materials.
appropriate

95
WEEK:
_______________
LESSON 72: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.4
resources to check
meaning
Teachers to develop
their own lesson.
own materials.
appropriate

96
WEEK:
_______________
LESSON 73: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.4
Describe personality
Complementary Skill
Writing 4.2.2
Spell most high
frequency words
accurately in
independent writing
Teachers to develop
their own lesson.
own materials.
appropriate

97
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
literary text types
Main Skill
5.1.2
Teachers to develop
materials from the
books.
appropriate

98
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
Teachers refer to
grammar focus.
own materials.
appropriate

99
WEEK:
_______________
LESSON 76: Speaking
TOPIC: Geography
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to geography and landscape
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.1
Ask about and give
others
Complementary Skill
Speaking 2.3.1
short exchanges by
saying
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

100
WEEK:
_______________
TOPIC: A Scottish island
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Reading 3.1
appropriate reading
meaning
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Reading 3.1.1
Understand the main
texts
Speaking 2.1.1
Ask about and give
others
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

101
WEEK:
_______________
TOPIC:
LANGUAGE/GRAMMAR FOCUS: Learn and revise Comparatives and Superlatives
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

102
WEEK:
_______________
TOPIC: Animals
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to animals
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skills
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Complementary Skill
Listening 1.1.2
no support specific
Pre-Lesson
Lesson Delivery
Post Lesson
sustainability
appropriate

103
WEEK:
_______________
TOPIC: Safaris
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to safaris in South Africa
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skills
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

104
WEEK:
_______________
TOPIC: Natural science
LANGUAGE/GRAMMAR FOCUS: Learn and revise rules for countable and uncountable nouns
(i.e. a/an, some, any, much, many, a lot)
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

105
WEEK:
_______________
LESSON 83 - 84: Action Oriented Task
TOPIC: Volunteering
LANGUAGE/GRAMMAR FOCUS: Expressing preferences
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skills
Reading 3.1
appropriate reading
meaning
Listening 1.1
variety of familiar
contexts
Main Skills
Reading 3.1.1
Understand the main
texts
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Listening 1.1.2
no support specific
Pre-Lesson
Lesson Delivery
Post Lesson
p.49
Environmental
sustainability
appropriate

106
Writing 4.1
Speaking 2.1
Communicate
information, ideas,
topics
Writing 4.1.1
others
Speaking 2.1.1
Ask about and give
others

107
WEEK:
_______________
LESSON 85: Writing
TOPIC:A geographical description
LANGUAGE/GRAMMAR FOCUS: Writing a description of a country using paragraphing and
adjectival ordering
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Reading 3.1
appropriate reading
meaning
Main Skill
Writing 4.1.1
others
Complementary Skill
Writing 4.2.3
to feedback
Reading 3.1.2
Understand specific
simple longer texts
Pre-Lesson
Lesson Delivery
Post Lesson
Pulse 2 Unit 4 p.50 Patriotism and
Citizenship
appropriate

108
WEEK:
_______________
:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
literary text types
Main Skill
5.3.1
and simple poems
Other imaginative
responses as
appropriate
Teachers to develop
materials from the
lesson based on the
resources.
appropriate

109
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skill
Listening 1.1.1
no support specific
Complementary Skill
Listening 1.1.5
Understand more
complex supported
questions
Teachers to develop
their own lesson.
own materials.
appropriate

110
WEEK:
_______________
LESSON 88: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.3
Use appropriate
communication
strategies
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.3.2
steps needed to
complete extended
classroom tasks
Complementary Skill
Speaking 2.3.1
short exchanges by
saying
Teachers to develop
their own lesson.
own materials.
appropriate

111
WEEK:
_______________
LESSON 89: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.2
Explore and expand
ideas for personal
development by reading
independently and widely
Main Skill
Reading 3.2.1
Read and enjoy
fiction/non-fiction and
other suitable print and
digital texts of interest
Teachers to develop
their own lesson.
own materials.
appropriate

112
WEEK:
_______________
LESSON 90: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.1
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.1
others
Complementary Skill
Writing 4.1.5
or more using basic
coordinating
conjunctions and
reference pronouns
Writing 4.2.1
marks, and speech
discourse level
Teachers to develop
their own lesson.
own materials.
appropriate

113
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Main Skill
5.3.1
and simple poems
Other imaginative
responses as
appropriate
Teachers to develop
materials from the
books.
appropriate

114
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
grammar focus.
own materials.
appropriate

115
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Main Skill
Listening 1.1.6
on a wide range of topics
Teachers to develop
their own lesson.
own materials.
appropriate

116
WEEK:
_______________
LESSON 94: Speaking
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.4
Communicate
topics
Speaking 2.1
Communicate
information, ideas,
topics
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.4.1
Complementary Skill
Speaking 2.1.4
for simple advice
Speaking 2.3.1
short exchanges by
saying
Teachers to develop
their own lesson.
own materials.
appropriate

117
WEEK:
_______________
LESSON 95: Reading
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.4
resources to check
meaning
Teachers to develop
their own lesson.
own materials.
appropriate

118
WEEK:
_______________
LESSON 96: Writing
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.1
Complementary Skill
Writing 4.2
Communicate with
form and style
Main Skill
Writing 4.1.3
Narrate factual and
imagined events and
experiences
Complementary Skill
Writing 4.2.2
Spell most high
frequency words
accurately in
independent writing
Teachers to develop
their own lesson.
own materials.
appropriate

119
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
5.1
literary text types
Main Skill
5.1.1
Describe in simple
them
Teachers to develop
materials from the
books.
appropriate

120
WEEK:
_______________
TOPIC:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Teachers to develop
their own lesson.
grammar focus.
own materials.
appropriate

121
WEEK:
_______________
LESSON 99: Speaking
TOPIC: Science
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to science
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Speaking 2.1
Communicate
information, ideas,
topics
Complementary Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.1
Ask about and give
others
Complementary Skill
Speaking 2.3.1
short exchanges by
saying
Pre-Lesson
Lesson Delivery
Post Lesson
Pulse 2 Unit 5 p.52 Science and technology Please refer to provided
appropriate

122
WEEK:
_______________
TOPIC: The Future
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Speaking 2.1
Communicate
information, ideas,
topics
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Speaking 2.1.3
future plans or events
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

123
WEEK:
_______________
TOPIC:
LANGUAGE/GRAMMAR FOCUS: Learn and revise will and won’t to make future predictions
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

124
WEEK:
_______________
TOPIC: Science in the classroom
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to science
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Listening 1.1
variety of familiar
contexts
Complementary Skill
Listening 1.1
variety of familiar
contexts
Main Skill
Listening 1.1.2
no support specific
Complementary Skill
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

125
WEEK:
_______________
TOPIC: Space exploration
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to space exploration
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Reading 3.1
appropriate reading
meaning
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skill
Reading 3.1.2
Understand specific
simple longer texts
Complementary Skill
Reading 3.1.1
Understand the main
texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

126
WEEK:
_______________
TOPIC:
LANGUAGE/GRAMMAR FOCUS: Learn and revise the First Conditional to talk about possible
actions in the future and their results
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Main Skill
This is a grammar
focused lesson so
are not explicitly
covered.
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

127
WEEK:
_______________
LESSONS 106 - 107: Action Oriented Task
TOPIC: Making a time capsule
LANGUAGE/GRAMMAR FOCUS: Making suggestions
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skills
Reading 3.1
appropriate reading
meaning
Listening 1.1
variety of familiar
contexts
Main Skills
Reading 3.1.1
Understand the main
texts
Reading 3.1.2
Understand specific
simple longer texts
Listening 1.1.1
no support the main
texts on a range of
familiar topics
Listening 1.1.2
no support specific
Pre-Lesson
Lesson Delivery
Post Lesson
p.59
Science and technology Please refer to provided
appropriate

128
Writing 4.1
Speaking 2.1
Communicate
information, ideas,
topics
Writing 4.1.2
events
Speaking 2.1.1
Ask about and give
others

129
WEEK:
_______________
LESSON 108: Writing
TOPIC: Computers
LANGUAGE/GRAMMAR FOCUS: Writing an opinion essay using on the one hand and on the
other hand to show contrasting opinions
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Writing 4.2
Communicate with
form and style
Complementary Skill
Reading 3.1
appropriate reading
meaning
Main Skills
Writing 4.2.3
to feedback
Complementary Skill
Reading 3.1.2
Understand specific
simple longer texts
Pre-Lesson
Lesson Delivery
Post Lesson
appropriate

130
WEEK:
_______________
:
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
5.3
Main Skill
5.3.1
and simple poems
Other imaginative
responses as
appropriate
Teachers to develop
materials from the
lesson based on the
resources.
appropriate

131
WEEK:
_______________
LESSONS 110 - 112: Project-Based Lessons
MAIN SKILL(S) FOCUS: Listening, Speaking, Reading, Writing and Literature in Action
THEME: Teacher to select
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHERS’ NOTES /
REMARKS
Main Skill
Teachers to select
appropriate Content
Standard(s) based on
the specific needs and
interests of their pupils.
Complementary Skill
Teachers to select
appropriate Content
Main Skill
Teachers to select
appropriate Learning
Complementary Skill
Teachers to select
appropriate Learning
Teachers to develop
their own lesson.
own materials.
appropriate
strategy/strategies

132
Appendices
Supplementary support materials for teachers
1. Textbook-Based Lessons: extension activities
In this section, teachers are provided with a range of textbook extension activities which can
be used at the end of a textbook-based lesson. These activities are organised by unit (e.g.
Unit 1, Unit 2) and the page number is given so that teachers can match the activity to the
Pulse 2 textbook. Also provided is the Learning Standard that this activity meets.
These activities will vary in the length of classroom time needed to complete them so
teachers may need to adapt them according to their own particular teaching context. These
are suggested activities only and teachers may find that the textbook provides their pupils
with enough materials. Teachers may also find these activities a useful reference for when
they have to create their own lesson plans for the non-textbook-based lessons.
2. Non-Textbook-Based Lessons: suggested activities
In this section, teachers are provided with a range of activities which they can use for the
lessons they will need to create themselves. These activities are organised according to the
specific Learning Standard they meet and teachers will find activities for their listening,
speaking, reading, writing and Literature in Action lessons. Again, these are suggested
activities only and teachers may need to adapt these activities to meet the needs of their
pupils.

133
1. Textbook-Based Lessons: extension activities
UNIT 1
Unit 1: What do you like?
Learning Standard 4.1.1 / 4.2.1
page 10
WRITE YOUR OWN QUIZ
MATERIALS: notebooks and pens
Part 1
1. Ask pupils to write different options for each question from the quiz. Do an open class
example if necessary:
E.g. You’ve got an hour of free time.
Do you...
a) play a game on your mobile?
b) help you mum?
c) read a book?
2. Pupils devise their own quiz in pairs.
3. Remind pupils to use capital letters and question marks as in the example when they write
the questions and different options.
4. Monitor closely to provide feedback on their writing and punctuation.
5. When finished, each pair split to find another partner and take turns asking and answering
their quiz questions.
Part 2
6. Each pupil writes a sentence or two about their partner from the information gained in the
quiz.
page 11
POSTER
MATERIALS: paper or card for posters, coloured pens, old magazines and scissors
1. Briefly review sports vocabulary by saying a word and asking volunteers to spell it.
2. Explain the pupils are going to display information about their chosen urban sports. Put
pupils into pairs or small groups.
3. Distribute a large sheet of paper or card and coloured pens for each pair/group and the old
magazines and posters.
4. Write the corresponding prompts on the board and tell pupils to include the information in
their posters, e.g. name of sport, clothes needed, equipment, where to practise.
5. As they complete their posters point out any spelling mistakes and ask them to correct the
words.
6. Explain they can add pictures to the poster.
7. When finished, ask pairs or groups to do one final check on their spelling of the words on
their posters, then present their posters to the rest of the class.

134
Learning Standard 3.1.2
page 12
READ AND MATCH
MATERIALS: board and board pen
Part 1
1. Write three examples of the target language in context on the left-hand side of the board.
(e.g. present simple and the present continuous; include an affirmative, a negative, a question)
2. On the right-hand side of the board write a short description of the grammatical term of each
sentence in random order, e.g. Present simple negative.
3. Put pupils into groups of three.
4. Ask them to read and match the examples with the correct grammatical category.
5. Volunteers come up to the board to draw lines.
6. Do feedback on the results.
Part 2
7. Pupils maintain their groups and create a new example sentence for each language area
related to the theme of the lesson then come up to the board to write their examples next to the
corresponding grammatical term. Other pupils read the information and decide if it’s in the right
grammatical category.
page 13
MAKING DECISIONS
MATERIALS: board and board pens, notebooks and pens, flashcards
1. Display the flashcards of relevant vocabulary on the board. Briefly review the vocabulary by
showing each flashcard and eliciting the word.
3. Ask pupils to choose six of the words (e.g. skills someone might do on a talent show).
4. Pupils form small groups and negotiate the final six words and in which order they should be
(e.g. should appear on the talent show).
5. Pupils then decide how to show the class their 6 words and choice of order for example,
displaying them on the board, saying the order or finding another group to share and tell.
6. Each group presents their ideas for the order to the class.

135
page 14
FAMOUS PLACES
MATERIALS: old magazines, scissors, coloured pens, paper, blu-tak.
Part 1
1. Explain to pupils they are going to draw pictures or use cut ups from magazines of three
famous places people can visit in their country, region or city and write two short paragraphs
about each one with information a tourist might find useful.
2. Invite pupils to decide if they want to work individually, in pairs or small groups, and which
area they want to focus on (e.g. country, region, city).
3. Write the adverbs of frequency on the board (always, often, never) and the linkers and, but,
because on the board. Ask pupils to try to use some of the adverbs and connect some of their
sentences with those linkers or any others they want to use.
4. When completed pupils form groups to show and tell each other about their famous places.
5. Collect the paragraphs for the next activity.
Part 2
6. Write an example sentence from one of the pupils’ paragraphs, e.g. Malaysia is a very hot
country. Malaysia is very beautiful. Ask pupils to think how they can change the second
sentence by using a pronoun so they don’t repeat the name again – It is very beautiful.
7. Distribute the paragraphs again and ask them to look and see where they can substitute the
noun for a pronoun. Monitor closely to ensure accuracy.
8. Ask for class feedback on some of their changes.
page 15
WHO IS IT?
MATERIALS: copies per pair of a picture or relevant flashcards (e.g. doing different activities).
Blu-tak
Part 1
1. Show the pictures to the class. Explain that they have to take turns describing someone in
the picture and what they are doing, then their partner guesses who it is.
2. Do an open class example to clarify what kind of language they should use in their
descriptions, e.g. He’s wearing tennis shoes and shorts. He’s playing a game with his friends.
3. Put pupils into pairs and distribute the pictures/flashcards.
4. Pupils take turns to describe and guess.
5. Extend the activity by asking the groups to place all the pictures/flashcards on the board.
Ask a volunteer to describe what is happening in the picture and for the class to say which
picture they are referring to. Leave the pictures on the board for part 2.
Part 2
6. Put pupils into pairs. Ask them to choose a person from the pictures and invent two pieces of
information about them. Do an open class model to clarify the language they are expected to
produce, e.g. This person usually goes to the park and plays football with his/her friends.
(Picture of a boy playing football in the park)

136
pages 16 - 17
MY NEW FRIEND
MATERIALS: paper, pens, Blu-tak
1. Explain that the pupils have to imagine they meet a new friend (e.g. on the adventure
holiday) and they write about their friend in their diary. Before beginning, review adjectives of
personality such as kind, funny, interesting, etc.
Distribute paper for the writing.
2. Ask pupils to write the answers to the questions below as they complete their diary entry,
e.g.
- What’s your friend’s name?
- Where is your friend from?
- What can your friend do?
- What sport or hobby does your friend like?
- What is your friend like?
- Why is he/she your friend?
- What other information can you write about your friend?
3. When finished, ask them to read their information to a partner.
4. Pupils display their work on the classroom walls.
5. Invite the class to stand up to ask the questions to each other to find out about their partner’s
friend.
6. To conclude, ask the class to say what makes a good friend, e.g. They are kind and help you
a lot.
page 18
LISTEN AND TELL
MATERIALS: pupils’ own texts (e.g. personal profile)
1. Ask pupils to take their text and form pairs.
2. Instruct pupils to take turns listening to each other’s information.
3. As they do this, ask them to try and remember as much detail about their partner’s
information as possible. Point out they can listen to it twice to help them remember.
4. Pupils then take turns retelling what they can remember as their partner listens.
5. When finished, ask them to say if they think their partner remembered everything about
them.
6. If time allows, ask pupils to repeat the activity with a new partner.

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page 19
THE SPELLING GAME
MATERIALS: slips of paper with relevant vocabulary on them (e.g. free-time activities) and a
container (e.g. bag) to place them in
1. Prepare the slips of paper (each word written on a separate slip of paper inside a bag).
2. Explain that the pupils are going to have a spelling competition.
3. Divide the class into groups and ask them to think of a name for their group. Write the group
names on the board.
4. Invite a volunteer from one of the groups to come up and take a slip of paper, read it to
his/her group who then have to spell the word correctly and write it on the board under their
group name.
5. If the spelling is correct, they get a point if not the next group continues.
6. At the end of the game count up the points of each group to see who are the best spellers.

138
UNIT 2
Unit 2: Fact or fiction?
page 20
WHAT DOES IT MEAN?
MATERIALS: pens and notebooks, bilingual dictionaries, list A and list B words
1. Divide pupils into pairs, one is pupil A and the other is pupil B. Explain that A and B will get
three different new words to look up and then explain to their partner what they mean (e.g. A.
front cover, chapter, hardback. B. index, title, paperback)
2. Distribute the bilingual dictionaries and the list of words for A and B pupils.
3. Pupils find the meaning of the words then teach them to their partner. Monitor closely to
ensure the pupils have the correct definitions for the words.
4. Do open class feedback by writing all the words on the board and eliciting their meanings.
page 21
A STORY
MATERIALS: board and board pen to write the questions, notebooks and pens
1. Explain to pupils that they are going to invent a short story (about their mobile phone).
2. Set up the context, e.g. tell pupils to imagine they lost their mobile phone one day but found
it again.
3. Write key questions on the board for them to answer to create their story around on the
board and the first part sentence to help them begin.
e.g.
-Where did you lose it? I lost it...
-What did you do?
-Who found it for you?
-Where was it?
-What other information can you write?
4. Pupils invent their story by writing answers to the questions.
5. Encourage them to add other information or a picture to represent the story.
6. Volunteers read out their stories to the class or swap stories and read each other’s stories.

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page 22
TRUE/FALSE
MATERIALS: board and different coloured board pens, notebooks and pens
1. Think of two (past tense) true sentences about what you did (last week) and one false
sentence. Write them on the board.
2. Put pupils into small groups and explain that two of the sentences are true and one is false
and they need to decide which are true and which one is false.
3. Distribute a different coloured board pen to each group.
4. Pupils decide on the false sentence then come up to the board to tick it with their
corresponding coloured board pen.
5. Say the false one, then ask which groups have guessed correctly.
6. Groups write three sentences about themselves, two true and one false then groups swap
sentences, read and decide which one from each group is false.
page 23
CAN YOU GUESS?
MATERIALS: notebooks and pens
1. Explain to pupils they are going to work in pairs and they have to think of a profession they
would like to do (without saying the name of the profession) and describe it to their partner who
guesses the profession. Explain that the listener can ask for clarification by asking questions
about things they don’t understand or need to hear again. Write suggestions about the kind of
questions they can ask to check they have understood what their partner is saying, e.g.
What did you say?
What does that mean?
Can you say that again?
2. Pupils describe and guess professions, using the questions on the board when needed.
3. Now, ask pupils to think of a famous person (again without saying their name) and describe
the person to their partner to guess who it is. Give them a few minutes to prepare their
information. Remind them to use the appropriate tense. (Present for famous living people, past
for famous people who are no longer alive).
4. Write questions on the board to help them focus, e.g.
What does this person do? / What did this person do?
Why is this person famous? / Why was this person famous?
5. Pupils take turns describing their famous person. Ask them to use the questions on the
board when they need further clarification.

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page 24
OUR FAVOURITE FESTIVAL
MATERIALS: paper for posters, coloured pens, Blu-tak, list of relevant information, e.g. list of
festivals/information about festivals from own region/city/country or access to internet and
laptops.
1. Divide pupils into small groups according to preferences (e.g. the festival they prefer).
2. Give pupils a few minutes to think of everything they know about it.
3. Distribute paper and coloured pens. Ask groups to create a poster with the information. (If
they have internet Access, they could search for more specific information such as when it first
began). Encourage them to add pictures to make the poster more attractive.
4. When finished, invite pupils to display their posters around the classroom walls.
5. Pupils walk round reading and looking at each other’s information then take a vote on the
one they like the best and why. (Explain they can’t vote for their own festival).
page 25
THE DISPPEARING DIALOGUE
MATERIALS: board dialogue (e.g. the completed version from page 25, exercise 4 or an
invented one)
Before beginning this activity make sure pupils have their Pulse 2 textbooks closed.
1. Write the dialogue on the board by eliciting the full sentences from pupils or write it up
quickly. Include punctuation such as commas, speech marks etc.
2. Ask pupils to read the dialogue with you.
3. Rub out a word in each sentence and replace each one with a line.
4. Ask pupils to repeat the full dialogue.
5. Continue asking them to repeat the dialogue; before each repetition rub out another word
until there are only lines on the board and the punctuation such as a capital letter for the first
word and if necessary a few words as prompts.
6. Ask pairs to act out the dialogue from memory.
7. Invite two volunteers to come to the front to act out the dialogue.
8. Ask pairs to reproduce the dialogue and include the correct punctuation as well as the
words.
9. Elicit the dialogue back onto the board from the class and focus on the punctuation too when
necessary.

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pages 26 - 27
ORDER THE PICTURES
MATERIALS: key flashcards to correspond to story or key words (e.g. cave, guide, chicken
and chips, dragon, shoes, tickets, train, friends)
1. Explain to pupils you are going to tell them a story. Ask them to listen and put the pictures in
the correct order from the story. As they listen tell them they can ask you to repeat parts of the
story or ask about words they do not know. Write some ideas for the kind of questions they can
ask, e.g. Can you repeat that please! What does that mean?
2. Tell them the story (e.g. I met my friends and then we decided to wear some comfortable
shoes because we had to walk a lot. After that we went to find a guide to help us see the cave.
We went inside the cave and saw the dragon! In the afternoon we bought some tickets and
travelled home on the train. It took us about 3 hours to get home. Then we had chicken and
chips because we were hungry!)
3. Retell the story so the pupils can check their order.
4. Pupils say order of flashcards.
5. Ask pupils to retell your story to each other.
page 28
SPELL THE SENTENCE
MATERIALS: board and board pen
1. Think of a key sentence from the page. Write lines to represent each letter in the sentence
and a space to separate a new word. (E.g. The museum has got a shop for visitors. _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _,)
2. Ask pupils to say letters to guess the sentence. Fill in the sentence with the corresponding
letters they say and put the ones that don’t correspond on the board to help them remember
which they have said. Explain they only have, for example, 12 opportunities to say letters. If
they do not work out the sentence by the time they have said twelve letters, the teacher is the
winner.
3. Extend the activity by getting pairs to think of their own sentence, then ask them to form
groups of 4 and play the spelling game together.

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page 29
LISTEN AND FIND
MATERIALS: flashcards of key vocabulary and Blu-tak
1. Place the flashcards (e.g. literature) around the classroom walls.
2. Explain that pupils need to listen to your definition, decide on the kind of literature and then
take the flashcard and place it on the table.
3. Divide the pupils into groups or pairs to play the game.
4. Define the words and keep a check on the pair or group who get the most flashcards to see
who the winners are.
5. Extend the activity by allocating a flashcard to each group. Ask them to think of a definition
for the word.
6. Place the flashcards on the board or floor and ask groups to take turns defining their own
and the rest of the groups identifying the corresponding flashcard.

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UNIT 3
Unit 3: Wild weather
page 30
READ AND FIND
MATERIALS: enough copies of one or two texts with relevant information for groups to share
(e.g. the weather in different parts of the pupils’ country such as weather maps) notebooks and
pens, board and board pen
1. Ask pupils to get into small groups. Dictate the following questions or write them on the
board for the pupils to copy:
-What’s the weather like in summer?
-What do people usually wear in summer?
-What’s the weather like in winter?
-What do people usually wear in winter?
-Does it ever snow or rain a lot?
-Is the weather the same in all the country?
2. Explain that they need to look at the information and find out the answers to the questions
and use their own knowledge of the weather in Malaysia and make a diagram in their
notebooks showing the different weather conditions and seasons.
3. When pupils have finished, ask them to find a partner from a different group and take turns
asking and answering the questions and to check if they have the same or different
information.
4. Finally, ask pupils to tell each other which is their favourite weather and why, then compare
their diagrams to see what each pupil has included from the information.
page 31
NEW WORDS!
MATERIALS: text from page 31 of Pulse 2 textbook
1. Ask pupils to read the text again, this time underlining or noting down six words they don’t
understand or about whose meaning they are unsure.
2. Put pupils into small groups and ask them to share their words to see how many are the
same and to check if anyone in the group can explain their classmates words.
3. Ask groups to locate the words in the text and focus on the words around the unknown one
and to decide if they can work out the meaning from the context. Encourage them to guess the
meaning based on the surrounding context.
4. Invite pupils to take turns writing on ther board the words they don’t understand or are not
sure about.
5. Ask the class to give suggestions on their meaning. If some of the words have not been
clarified, provide a definition of the word and ask pupils to say which word from the list they
think the definition corresponds to.

144
page 32
DESCRIBING A SITUATION
MATERIALS: flashcards (e.g. weather condition, a place, people) notebooks and pens
1. Show the flashcards and ask pupils to say what they can see. Explain they are going to
invent a story using the past simple and past continuous.
2. Provide an open class example, e.g. It was raining outside and I was looking through the
window. I saw...
3. Explain their story must include the flashcard words but they can invent other sentences
about what happened.
4. Pupils plan and write their stories in pairs or small groups.
5. When finished, ask them to exchange stories so other pupils can check for spelling and
punctuation. Ask each group to feedback on the other stories by underlining words they think
are not correct and highlighting spelling and punctuation errors in a different colour.
6. Pupils give back the story with their feedback to the corresponding groups. Groups then
write the final version of their story.
7. Invite groups to either take turns reading out their story or swapping stories to read.
page 33
WORK OUT THE WORD
MATERIALS: relevant vocabulary words in anagrams on board, e.g. natural disasters,
notebooks and pens
1. Put pupils into pairs or small groups. Write the anagrams on the board or have them on a
prepared list to hand out to each group.
2. Ask pupils to work out the words and spell them.
3. Invite volunteers to come to the board to write the corresponding word under each anagram.
4. Extend the activity by defining one of the words and asking the class to say which one it is.
E.g. it’s when there hasn’t been any rain for a long time in a place and plants and trees die.
(drought)

145
page 34
GEOGRAPHY QUIZ
MATERIALS: information about New Zealand (either text or internet access)
1. Put pupils into groups and tell them they are going to do a quiz about New Zealand.
2. Write the following questions on the board.
- Where is New Zealand?
- What is the weather like?
- What kind of animals live there?
- What language or languages do they speak there?
- What is the capital city of New Zealand?
- What is the country like?
3. You can ask pupils to research the answers on the internet or give them a text with the
information to the answers to the questions.
4. When finished, go through the answers in open class.
5. If time allows, extend the activity by asking groups to think of five or six questions about their
own country to ask other groups.
page 35
OUR COMIC
MATERIALS: paper and coloured pens, Blu-tak
1. Explain to pupils that they are going to make a comic. In the comic they have to include six
pictures and a dialogue between two characters about a disaster and the two characters in the
story.
2. Elicit examples of past tense, past continuous and the interrupted past (I was walking down
the street when I saw...). Draw six squares on the board. In square one, draw a speech bubble
and ask e.g. What happened? Pupils provide an example. In square two, draw another speech
bubble and elicit an answer. I was at home when I heard a typhoon! Elicit what kind of picture
the pupils could draw for each one and who the characters are.
3. Pupils decide how they want to work, individually, in pairs or groups. Distribute paper and
coloured pens. Ask pupils to draw the six squares then create their comic.
4. Monitor closely to guide and offer suggestions.
5. When ready, ask pupils to display their comics around the classroom walls.
6. Invite pupils to go round reading each other’s comics and say which they like and why.

146
pages 36 - 37
THE NEWS!
MATERIALS: notebooks, microphone (if possible), table and chairs to set out as a news desk
1. Explain to pupils they are going to invent the news. Tell them to imagine they are reporting
on what happened to their classmates, family or neighbourhood during the evening yesterday.
2. Ask pupils to form small groups and to make a draft of their news. They also need to decide
how they are going to divide up the information so each member of the group can take part.
Give them the option of using the microphone and explain they will sit at the table to act out the
news presentation.
3. When pupils have a draft copy of the news ask them to hand it in for feedback. Correct the
errors and if time allows, discuss them with each group.
4. When pupils have amended their news information, ask them to practise their presentation in
their group.
5. Set out the table and chairs and get groups to take turns giving the news to their classmates.
Encourage the classmates to applaud or show their appreciation of each group’s effort.
6. To conclude, ask the class to retell the news they heard/remembered from other groups.
page 38
MY FAVOURITE BOOK!
MATERIALS: famous titles of books on the board or names of readers used in class, various
stories the pupils created about a fictional narrative
1. Write the titles of books you know the pupils have heard of.
2. Put pupils into pairs and ask them to tell each other what they know about any of them.
3. Elicit other titles of books pupils have read onto the board. Explain they are going to tell their
partner about their favourite book and they can use the titles on the board or choose their own.
4. Write the following questions on the board and ask pairs to take turns discussing them.
- What’s the name of the book?
- What’s the story about?
- Who are the characters?
- Which one do you like the best? Why?
- Why do you like it?
5. If you have access to stories the pupils wrote in previous lessons distribute them to the class
and ask them to read at least three of them, then say who the characters are. Another
alternative is to focus on a reader you use in class and ask them to write down all the
characters they remember from the book and say who they prefer and why.

147
page 39
TEST YOUR CLASSMATES!
MATERIALS: board and board pen, notebooks and pens
1. Explain to pupils they are going to create their own test to give to their classmates.
2. Briefly review the key language areas from the unit and the vocabulary through questioning,
e.g. Can you remember five words about the weather? Can you give me a sentence in the past
continuous about yesterday?
3. Put pupils into small groups and ask them to think of six statements or questions about the
unit to test their classmates on. If necessary provide some example statements/questions on
the board as models, for example Write two sentences in the past tense. Can you write five
different natural disasters?
4. Tell groups they can use the same kind of questions/statements but not copy the examples
from the board. Monitor closely to ensure accuracy.
5. When ready, groups swap their tests with another group and answer the questions.
6. When they have completed the test they give it back to the original group to check their
answers.
7. Do open class feedback to find out how many groups managed to answer the questions
correctly.

148
UNIT 4
Unit 4: Life on Earth
page 42
MY OPINION!
MATERIALS: board and board pens, paper and coloured pens, flashcards
1. Write the relevant adjectives on the board (e.g. to describe places – boring, interesting,
beautiful, dangerous, amazing, unusual).
2. Put the flashcards on the board (e.g. places).
3. Ask pupils to form pairs or small groups and decide which pictures correspond to which
places.
4. Ask pairs/groups to tell the class their opinion of each place. Encourage them to create full
sentences, e.g. We think xxx is very unusual. As they give feedback on their opinión, write the
adjectives under the flashcards to see which the most interesting, boring, etc.
5. Extend the activity by asking the pairs/groups to decide on people they know or who are well
known in their neighbourhood, region or country. Elicit possible adjectives on the board, e.g.
boring, interesting, kind, funny. Briefly remind them how some adjectives can be used for
people and places and others only for people or places.
6. Pairs/groups discuss the people.
7. For feedback get groups exchange opinions in open class.
page 43
HOW LONG CAN YOU TALK!
MATERIALS: pens and notebooks
1. Explain to pupils they are going to have a conversation with a classmate and try to talk for as
long as possible.
2. Ask pupils to think about the place where they live and take notes about the people, places
facilities, parks schools, etc.
3. Put pupils into pairs and ask them to take turns talking about their neighbourhood.
Encourage them to ask questions to each other as they explain and listen.
4. When completed, ask them to form new pairs and repeat the process.
5. Extend the activity by asking pupils to tell each other if they like their neighbourhood and
why.

149
page 44
SPELL THE WORDS
MATERIALS: pens and notebooks
1. Write the heading ‘adjectives’ on the board.
2. Put pupils into pairs and ask them to listen and write down the adjectives.
3. Dictate the adjectives one by one, e.g. small, big, friendly, interesting, good, bad.
4. Ask volunteers to come up to the board to write the words under the headings.
5. Add the headings comparatives and superlatives on the board and ask pupils to copy all the
information.
6. Ask pairs to add the corresponding comparative and superlative for each adjective.
7. Extend the activity, if time allows, by asking pupils to choose one of the adjectives and make
a comparative and a superlative sentence about the classroom or the school.
8. Ask pupils to share their sentences with the class.
page 45
THE MEMORY GAME
MATERIALS: flashcards and corresponding word cards
1. Place the word cards and the flashcards (about eight of each, in this case endangered
animals) on the floor face down and explain what the game is about. Teams take turns turning
over a word card and a flashcard to see if they match, then make a sentence with the word
about the animal; encourage them to talk about their opinion of the animal or if they think it is
dangerous/interesting, etc. If the team finds a matching pair they take the cards, if they don’t
they have to turn the cards over again and place them in the same spot as before.
2. Put the pupils into small teams and shuffle the flashcards and word cards, making sure all of
them are face down.
3. Teams play the game; at the end ask them to count how many pairs they have. The team
with the most pairs is the winner.
4. Play the game again, either with the same flashcards and word cards or use different ones
to review vocabulary further.

150
page 46
ORDER THE TEXT
MATERIALS: copies of cut-up text from page, envelopes
Part 1
1. Cut up the copies of the text into small chunks and place each cut-up text inside an
envelope.
2. Put the pupils into small groups and give an envelope to each group.
3. Ask them to read the text sections again and put them in the correct order.
4. When completed, ask groups to compare their text order with other groups then to look in
the course book to check.
Part 2
5. Ask them to close the course book and put the text back in the envelopes.
6. Tell groups to summarise what they can remember about the text.
7. Do open class feedback by asking each group to share two things they remember about the
text with the class.
page 47
WHAT WAS IT LIKE?
MATERIALS: pens and notebooks, board and board pens
1. Write the following on the board – a/an, some, any, much, many, a lot of.
2. Tell pupils to imagine they went to a wildlife reserve yesterday and they are going to write
sentences about what they saw there. Provide a model to clarify the language you want them
to use, e.g. We saw lots of elephants and there were other animals too.
3. Put pupils into pairs and ask them to write two short paragraphs and integrate the words on
the board into their sentences. Remind them to use connectors (and, but, so, because).
4. Ask pupils to form groups of four and compare their sentences.
5. Do feedback by getting volunteers to read their sentences to the class.

151
pages 48 - 49
WHAT WAS IT LIKE?
MATERIALS: pens and notebooks, board and board pens
1. Ask pupils to brainstorm things they can volunteer for in their region. Provide suggestions if
necessary through questioning, e.g. Are there lots of old people? What can you do to help?
2. Ask them to choose one of the volunteer jobs and interview each other in pairs. Write the
following questions on the board to help them focus.
-What volunteer job do you prefer and why?
-Why do you think you would be good at it?
-How will you help?
-What do you think is important about the volunteer job?
3. When they have finished ask them to form new pairs and repeat the interview.
4. During feedback ask each pupil which volunteer job they chose and tick the corresponding
job on the board to see which one is the most popular then ask pupils to discuss what kind of
person would be good for the job.
page 50
WHICH ONE IS IT?
MATERIALS: paper, pens, relevant flashcards (e.g. of different places), Blu-tak
1. Put the flashcards of places on the board and number each one.
2. Divide pupils into pairs and ask them to choose one of the pictures.
3. Distribute the paper. Pupils write a description about it without saying the name. Monitor
closely to encourage creativity and ideas. Encourage the pupils to use adjectives to make the
text more interesting
4. Ask pupils to place the descriptions on the wall.
5. Tell pupils to walk around the room and read the descriptions and decide which flashcard
they correspond to.
6. When finished, point to a flashcard and ask a volunteer pair to take the description which
corresponds to it. Do this with each one until all the flashcards and descriptions match.

152
page 51
THE COMPETITION!
MATERIALS: page from course book, pens and notebooks
1. Put pupils into small groups and explain they are going to have a competition.
2. Ask them to open their course books on page 51 and be ready to answer the questions.
Explain the first group to answer wins a point.
3. Ask questions about the content of the page, for example:
Find a question with ‘any’. Find then spell two words related to geography that begin with the
letter C. How many comparatives can you find on the page? Find the sentence that begins
with ‘I don’t mind...’ and invent a full sentence. Spell these words without looking – elephant,
crocodile, rhinoceros. What isn’t clean in some countries? What’s the word before special food
in the sentence? How do you make a question using ‘any’?
4. Pupils answer the questions by looking at the page.
5. Do open class feedback.

153
FORM 1 EXTENSION ACTIVITIES (PULSE 2)
UNIT 5
Unit 5: Let’s experiment!
page 52
PUNCTUATION
MATERIALS: pens and notebooks, board and board pen
1. Put pupils into pairs and explain they are going to look at some statements which don’t have
the correct punctuation. Elicit the kind of punctuation statements need, e.g. Capital letter and
full stop and also contractions, e.g. apostrophe.
2. Write the statements without punctuation on the board and ask pupils to add the
punctuation. For this focus, write ones which relate to the future, e.g. we will live a lot longer /
we will do all our shopping online / we wont use landline telephone/ we wont go to the cinema
etc.
3. Pairs complete the sentences then compare in small groups. Do open class feedback on the
answers by getting volunteers to come to the board to write the punctuated sentences.
4. Extend the activity by asking pairs to make the statements into questions e.g. Will we live a
lot longer? Provide a model if necessary on the board to clarify.
5. Pairs creates questions, then do open class feedback again on the board.
6. Use the questions as an open class discussion to see what the pupils think about the future.
page 53
MY FUTURE
MATERIALS: text from course book, pens and notebooks
1. Briefly recap on the predictions in the text and the pupils’ opinions from exercise 3 on the
page.
2. Write the following question on the board: How do you think the predictions will change your
lives? Encourage pupils to comment, provide further questions, if necessary as prompts for
discussion, e.g. Do you think it’s a good idea for cars to drive themselves or would you prefer
to drive?
3. Put pupils into pairs and ask them to read the text again and to imagine these things will
happen in their life time and think about how they will change their lives. Tell them to write a
short paragraph about if they think the predications will be good or bad for them and why.
Provide some sentence starters to help with the writing for example:
I think sweets with vitamins will be...
I don’t think playing videos games will be...
When people work in space stations they will...
4. When finished ask groups to discuss their opinions and encourage them to ask why each of
them think that.

154
page 54
PLANNING THE FUTURE
MATERIALS: pens and notebooks, slips of paper with the names of each pupil on, bag
1. Explain to pupils they are going to plan the future of one of their classmates. Place all the
names of the pupils inside the bag and invite each pupil to take out a name. Tell them they will
plan the future of the classmate whose name they have.
2. Write the following categories on the board – where live, job, money, house, car, hobbies,
travel – then ask the pupils to think of sentences using will or won’t about their classmates’
future using the categories, provide an example if necessary, e.g. Tony will live in a different
country. He won’t....
3. Pupils think of sentences then form groups to tell each other about their predictions.
4. When finished, get volunteers to talk about their classmate in open class and for the
classmate to say if he/she likes the predictions.
page 55
GIVING INSTRUCTIONS!
MATERIALS: pens and notebooks, cut-up pictures (from activity 4), transcript of listening if
necessary
1. Put pupils into pairs and distribute the sets of the pictures from activity 4.
2. Ask pairs to try to remember what the instructions were for the experiment by taking turns
telling each other, and order the process by putting the picture in the correct order.
3. Ask pairs to form groups of four and compare their ideas to see if they have the correct
order, then to compare with the answers they had from the listening text of the order.
4. Tell them to imagine they have to write the instruction for another class to do the experiment.
Ask them to write the instructions for the experiment, encourage them to use the information
from the listening to help them. If necessary give them the transcript and remind them they
have to use imperatives in the instructions, e.g. Fill the glass...
5. When finished, ask pairs to form groups and to take turns listening to each other’s
instructions to see if they are correct.

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page 56
WHAT CAN I REMEMBER?
MATERIALS: board and board pen to write the information, notebooks and pens
1. Explain to pupils that they are going to recreate the information about the day in the life of
an astronaut, the things she does and why.
2. Set up task by putting key information about the text and the times on the board,
e.g. 8.15 pm: wash, no shower.
3. Pupils form groups of four and recreate what they can remember using the prompts to help
them. Encourage them to take notes or write sentences to help them remember their points.
4. Ask them to add other information or a picture to represent the astronaut’s day.
5. Volunteers read out their information to the class or swap texts and read each other’s
information.
page 57
WHAT WILL I DO?
MATERIALS: board and board pens, notebooks and pens, relevant flashcards
1. Write the following part question on the board and elicit ideas on how to complete it from the
pupils and place some relevant flashcards related to the theme of the lesson to stimulate ideas,
e.g. science.
What will you do if...
2. Ask pupils to form pairs and think of five or six questions as in the example of things they
would like to ask their classmates, clarify that they do not have to be related to science if they
prefer to write about other areas.
3. When they are ready, ask them to stand up and find a different partner to take turns asking
and answering the questions.
4. Encourage fast finishers to find new partners to continue the activity.
5. Do open class feedback by getting volunteers to say their question and tell the class who
they asked and what they said.

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pages 58 - 59
MAKING A JIGSAW
MATERIALS: paper, scissors, coloured pens, envelopes
1. Pupils work in pairs to draw a time capsule. Distribute the paper and coloured pens. Ask
them to make the picture fairly big so it can be cut up later. Encourage them to colour it to
make it look more attractive.
2. Ask them to write a message on the time capsule about the future using the first conditional
(if / will).
3. When completed, distribute the scissors and envelopes and tell pupils to cut the picture into
a maximum of 8 parts and a minimum of six and place the cut-up bits into the envelope.
4. Collect the envelopes and explain that pairs will now try to put the pieces of the jigsaw
together to find out what the time capsule looks like and what the message says on it.
5. When completed, pairs compare with the jigsaw’s pair to see if they have put it together
correctly and tell them the message.
6. Extend the activity by asking pairs to write two or three sentences to describe the time
capsule.
page 60
TRUE/FALSE
MATERIALS: text from exercise 1
1. Explain to pupils you are going to read the information about the people living on the moon
and they have to listen and decide which information is false.
2. Read the text for the pupils and change some of the information (e.g. wouldn’t like the idea
of going on holiday to the moon/the number of people on Earth is getting smaller/we will always
have lots of food and energy on Earth/ the moon is a very comfortable place to live/it is too
cold.) Pupils listen and note down the incorrect information. Read the text twice to give them
time to think and write.
3. Pupils compare their ideas in pairs.
4. Do open class feedback on their ideas, then ask them to change the information to make it
correct.
5. When finished, ask them to compare with the original text.

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page 61
LONG QUESTIONS!
MATERIALS: relevant flashcards (e.g. science, robots) board and board pens
1. Divide the board into two parts. On the left hand side write part questions, for example Will
humans be able to... / If scientists continue to .../ What will you do if...
On the other side of the board write the second part of the question in random order, e.g.
...drive cars that fly in the sky?/ ...experiment with different kinds of medicine, will they find
cures for everything?/ …robots do all your work for you?
2. Ask pupils to come up to the board to draw lines to match the question halves.
3. Ask pupils to work in pairs and create two of their own questions. Tell them each question
much have at least eight words and use the structures from page 61.
4. When they have thought of the questions ask them to come up to the board and write half
the question on the left hand side of the board and the other on the other side. When several
pupils have written their sentences ask them to choose a flashcard or draw a picture next to the
sentence half on the right hand side to help everyone match it to the first half.
5. Pupils take turns coming up to match the sentence halves.
6. When finished, ask pupils to take turns asking and answering the questions in pairs. Monitor
closely to provide support and guidance with answer if necessary.

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B. Non-Textbook-Based Lessons: suggested activities
Listening Content and Learning Standards
Form 1
Learning
standard
Activity outline
You will need to find suitable listening texts for these activities. You
can find these in supplementary resource books. You can also find
listening texts online.
Example websites where you can find listening texts include:
http://www.elllo.org/index.htm
http://esl-lab.com/
https://learnenglishteens.britishcouncil.org/skills/listening-skills-
practice
https://www.englishclub.com/listening/
http://englishteststore.net/index.php?option=com_content&view=art
icle&id=11388&Itemid=357
http://www.esolcourses.com/content/topicsmenu/listening.html
*Note that many sites have activities that are ready made. You can
use these but you don’t need to.
For some of the tasks below you need to listen to the audio yourself
in advance and prepare a few questions as per the instructions.
1.1.1 Understand with
the main ideas in
simple longer texts
on a range of
familiar topics.
1. Choose a listening text with a clear order, e.g. with a logical set
of events or a process that can be easily ordered and listen yourself
in advance. Pre-teach a few key vocabulary items as necessary.
2. Write five sentences describing the text but put the sentences
into the wrong order. Either: number and write the sentences on the
board or provide a copied worksheet with the sentences on it.
3. Tell the pupils they will listen and should decide on the correct
order for the sentences. If you wrote the sentences on the board
they can write down the numbers of the sentences from the board
in the correct order. If you use a photocopy they can write 1 to 5
next to the sentences to show the order.
Alternative: write the 5 sentences onto a page make one copy of
this sheet per three pupils. Cut up each sheet so that there are 5
sentences on 5 strips of paper for each group. (If you don’t have
time, give the paper and scissors to the groups and they can start
by cutting up the sentences – if you do this make sure the
sentences are in mixed order on the original sheet so they can’t
remember.) Tell the pupils they should listen and move the
sentences so they are laid out in the correct order.
4. In their groups, and using the sentences, pupils should retell the
audio content as accurately as possible.
the main ideas in
simple longer texts
on a range of
familiar topics.
Technology based activity: for this you will need a computer room
or pupils will need their own devices.
1. Choose a listening text with a clear order. Choose 5-6 parts of
the text and write summary sentences. Mix the order and write
them on the board.
2. Ask pupils to look at the sentences and predict the content of the
text.
3. Play the audio to see if they are correct.

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4. Tell the pupils to listen again and this time to put the sentences
in the order they hear them. Play the audio again. Ask pupils to
check in pairs then do a full class check.
5. Tell pupils they will now find pictures to represent the audio.
They should use a search engine and find 6 pictures that represent
the audio. They should copy and paste the pictures onto a
document or slide but can mix the order.
6. Give pupils time to do this. They can complete the task alone or
in pairs.
7. Once pupils have prepared their images, tell them to share them
with another pupil or pair. They can either print or use an online
platform or email.
8. The pupil or pair should put the pictures of their partner/partner
pair into the correct order according to the audio.
9. Play the audio one more time so that they can check.
10. Ask pupils to show the order they have chosen to the original
person/pair and see if they were correct.
the main ideas in
simple longer texts
on a range of
familiar topics.
1. Choose a listening text with a story. Find some images or clip art
pictures online that show the story events. Mix them up and show
them on a slide or put them onto a worksheet.
2. Tell pupils to listen to the story and try to put the pictures in the
correct order. They can write the numbers of the pictures in the
order they happen.
3. Ask pupils to compare their answers in pairs, then check
answers with the whole group.
4. If there is time, pupils can work in pairs and retell the story using
the pictures as prompts.
specific information
and details in
simple longer texts
on a range of
topics.
1. Choose a listening text and listen yourself in advance.
2. Write 3 true or false questions on the board – one from
information at the start of the text, one from the middle and one
from the end.
3. Play the text then let pupils compare their answers in pairs.
Check answers.
4. Tell pupils to listen again and identify the key information in the
text – play the audio then elicit their ideas. Write up 4-5 headings
on the board.
5. Tell the pupils you will play the text again and they need to add
at least one piece of more detailed information under each heading.
6. Play the audio again and repeat a third time if needed.
7. Get pupils to check their detailed information in pairs then elicit
back with whole class.
8. Add the ideas to the board.
9. Tell pupils to try and rebuild the text – it doesn’t need to be
exactly the same words but as close as they can remember.
10. Play the text again so they can check.
and details in
simple longer texts
on a range of
topics.
1. Choose a listening text and listen yourself in advance. Identify 5
sentences from the text – change a couple of them so that they are
not correct.
2. Write down three possible topics on the board including one
which is the topic of the listening.
3. Tell pupils to listen and identify which of the three topics is the
best one to describe the audio. Check answers.
4. Write the 5 sentences – including the incorrect ones – on the
board. Label them A to E. Put pupils in groups of five. Give each
pupil a letter A to E.
5. Tell the pupils to read the sentence with their letter, e.g. pupil A
reads sentence A and so on. Tell them they will listen again and
decide if their sentence is true or false. If false, they should think
about why it is false.
6. Play the audio. Ask each group to discuss together and share
their answers.

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7. Check with the whole group.
8. Tell the pupils to listen again and write a sentence of their own
from the text. Explain that they can write a sentence that is true or
that is false.
9. After they listen they share their sentence with their group. The
rest of the group decides if their sentence is true or false.
10. If there is time ask groups to swap sentences and decide if the
sentences of the other group are true or false.
and details in
simple longer texts
on a range of
topics.
1. Find a listening text with a lot of factual or number based
information. Write out key sentences from the text with this key
information missing. Write the missing words onto large cards.
2. Give the pupils a title for the text. Ask them to predict what the
text might be about.
3. Tell them to listen to the text and see if their predictions are
correct. Play the audio. Check answers.
4. Put the large cards around the walls.
5. If pupils can see the cards easily, give them the gapped text you
prepared and tell them they need to complete the missing
information by filling in the information from the cards. Play the
audio again. Tell the pupils to compare their answers in pairs then
check with the whole class.
6. If it is difficult for pupils to see the cards, begin by telling the
pupils to work in pairs – one writer and one runner. Give them a
time limit of 2-3 minutes. The runner should move around the room,
look at each card without touching it, and run back to his/her
partner who writes down the word. Tell the pupils to whisper which
will help keep noise levels low. Pupils can then use the dictated
words to listen and complete the gaps.
1.1.3 N/A for level.
1.1.4 Understand longer
sequences of
classroom
instructions.
1. Use a voice recorder to record a set of instructions.
2. Write the instructions out so they are a copy of what you
recorded.
3. Mix the order of the instructions up and put them onto a
worksheet or a slide.
4. Tell the pupils to read through the list of instructions. Put them in
pairs and tell them to try and work out the correct order.
5. Ask them for their ideas but don’t tell them if they are right or
wrong.
6. Tell them to listen carefully to the audio and note the correct
order.
7. Play the audio while the pupils put the instructions into the
correct order.
8. Check answers.
sequences of
classroom
instructions.
1. Tell pupils to listen carefully and do what you ask them. They
need a piece of paper and pencils/pens. Before you start, draw a
grid on the board with 9 squares: 3 squares across by 3 squares
down. Pre-teach the necessary words, e.g. square / draw / different
2. Give pupils a set of instructions to follow:
Draw a grid on your paper. It has 9 squares. Look at the
example on the board.
Now draw your friend or someone in your family in one
square.
Draw a hobby you like in a different square.
Draw a place you like in a different square.
Draw your favourite food in a different square.
Draw your favourite sport in a different square.
Draw your favourite singer in a different square.
Draw a picture of you in a different square.
Draw a famous place in a different square.
Draw your favourite animal in the last square.
Pause after each one to give time for pupils to draw.

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3. When they have finished tell them to work in pairs and share
their pictures. Model asking and answering questions: e.g.
Is that you? No it isn’t.
Is that your favourite singer? No it isn’t.
Is that your friend? No it’s my sister.
4. Pupils work in pairs asking and answering questions.
5. If there is time put the pairs together in groups of four. Ask the
pupils to tell each other about their partner. E.g. Ali’s favourite food
is curry. He likes football. His favourite place is the park.
*Pupils could write rather than draw as an alternative.
sequences of
classroom
instructions.
1. Draw some pictures that symbolise instructions on the board
using simple images – or find appropriate images online and stick
them to the board. Examples: someone opening a book; mobile
phone symbol crossed out; a person with their finger to their lips;
pictures of a food items with a cross next them.
2. Ask the pupils to work in pairs. Tell them to try and understand
the classroom rules related to the pictures.
3. Elicit their ideas e.g. open your books; don’t talk please; don’t
eat food in the class please.
4. Ask the pairs of pupils to copy the images onto pieces of paper.
5. Tell them you will read some instructions and when they hear the
instruction related to the picture they should hold it up.
6. Read a set of instructions based around the pictures you have
given them. E.g. Hello class. Today we are going to do some
reading. Please don’t speak when you are reading [pupils hold up
picture] and remember not to eat in class too [pupils hold up
picture]. Now open your books at page 10 please [pupils hold up
picture]. You can continue with instructions such as answer the
questions; now turn to page 15; write down notes etc.
7. Repeat step 6 if necessary.
8. Now ask pupils to practise giving instructions to each other. One
of the pair says the instructions while the other pupil indicates the
pictures then they swap roles.
1.1.5 Understand more
complex supported
questions.
1. Find a listening text and listen yourself in advance.
2. Create 10 questions about the text and their answers.
3. Pick 5 key words from the text and write them on the board. Ask
the pupils to predict the topic of the listening from the key words.
4. Play the audio and ask them to listen and see if they are correct.
5. Let pupils check their ideas in pairs then check with the whole
group.
6. Now write up the 10 questions and 10 answers (or project them
or put them on a worksheet) but mix up the answers.
7. Ask the pupils to work in pairs and see if they can predict which
answer goes with which question.
8. Elicit back their ideas very quickly but don’t correct them.
9. Play the audio again so they can do the matching.
10. Check answers
11. Now ask pupils to identify key words or phrases in the answers
that helped them work out which ones went together.
1.1.5 Understand more
complex supported
questions.
1. Find a listening text and listen yourself in advance. Write 6-8
questions about the text and their answers.
2. Choose some images from the source material or images linked
to the listening.
3. Show the pupils the images and ask them to predict what the text
is about.
4. Play the text and ask pupils to check their predictions.
5. Check answers.
6. Write on the board the 6-8 answers to your pre-prepared
questions. Tell pupils to work in pairs. Tell them to read the
answers on the board and see if they can work out what the

162
questions are. Give them time to write out their suggested
questions. Elicit their ideas but don’t correct at this point.
7. Play the audio again and ask the pupils to see if their suggested
questions are correct. Give them time to correct their suggestions.
If necessary play the audio again.
8. Ask pupils to think of 2 more questions that they could write
themselves. Give them time to write out the questions. Monitor and
support.
9. Ask the pupils to mingle for 5 - 10 minutes and ask their two
questions to other pupils. If there isn’t space for this tell them to
work in small groups of 5 and share their questions.
10. Finish the activity by eliciting some examples of the questions
and answers they have suggested.
support longer
simple narratives
on a wide range of
familiar topics.
1. Find a listening text with a narrative. Draw or find 8 pictures that
represent the narrative. Make large copies and put up on the board
numbering each one at the front. Alternatively copy one set of
pictures per 4 pupils. Write a detailed question that relates to each
picture and the section of audio it represents.
2. Put pupils into groups of 4. Tell the pupils they should listen to
the audio and put the pictures into the correct order. They can
either write down the numbers of the pictures on the board or, if
they have set of pictures each group, they can put them into the
correct order.
3. Play the audio while the pupils put the pictures into order.
4. If necessary replay the audio.
5. Check answers.
6. Now give out or show the questions that relate to each picture.
Ask the pupils to listen again and find the answers. Play the audio
again then let them compare their answers in their groups. Check
with the whole class.
7. If you have sets of pictures for each group, distribute the pictures
randomly so each pupil in the group has 2 pictures each.
8. Play the audio again. When the pupil hears something about
their picture, they should hold the picture up in the air.
support longer
simple narratives
on a wide range of
familiar topics.
1. Find a listening text with a narrative. Draw or find 4 pictures that
represent the narrative but include some key differences. Make
large copies and put up on the board numbering each one at the
front. Alternatively copy one set of pictures per 4 pupils.
2. Put pupils into groups of 3. Tell the pupils they should listen to
the audio and put the pictures into the correct order. They can
either write down the numbers of the pictures on the board or, if
they have set of pictures each group, they can put them into the
correct order.
3. Play the audio while the pupils put the pictures into order.
4. If necessary replay the audio.
5. Check answers.
6. Now tell the pupils there is a difference in the picture from what is
said on the audio. Tell them to listen again and find the differences.
Play the audio and then get them to compare their answers in pairs.
7. Write five challenging questions on the board. Ask pupils to work
in pairs and see if they can remember the answers.
8. Play the audio again so they can check.
9. Go through the answers with the class.
1.2.1 Guess the meaning
of unfamiliar words
from clues provided
by other known
words and by
context on familiar
topics.
1. Find a listening text which has an audio script available (e.g.
from a supplementary book) and select 10 words that you think
pupils are unlikely to know.
2. If you want you could create a word cloud from the words – use a
website such as those listed here https://elearningindustry.com/the-
8-best-free-word-cloud-creation-tools-for-teachers or
http://www.wordclouds.com/. Alternatively write the words on the
board.

163
3. Ask the pupils to discuss the words in small groups of 2-3 and
decide if they understand them. If they do, they should help the
rest of their group understand. If they don’t they should move on to
the next word and not try to check e.g. in a dictionary or online.
4. Write down a summary list of key points from the listening text on
the board but add in a couple of distractors/things that don’t appear.
5. Tell pupils they will listen to a text and they should decide which
items they hear and which they don’t.
6. Play the audio and ask them to check with a partner.
7. Check answers with the group.
8. Now draw their attention back to the words on the board, tell
them to listen again and see if they can spot the words as they hear
them. They should raise their hands each time they hear the words.
9. Provide each pupil with a copy of the audio script – or project it
onto the board. Ask them to listen a final time and read. Tell them
they should try to guess the meaning of each word from what they
hear and read.
10. After the audio allow them to work in pairs and discuss.
11. Elicit their ideas back and establish the meaning of the words.
12. As a follow up you could create a gap fill exercise using the
new words.
of unfamiliar words
from clues provided
by other known
words and by
context on familiar
topics.
1. Find a listening text with 4 - 5 challenging words in it.
2. List the definitions of the new words on the board using simple
language. If the words refer to objects you can use pictures instead.
3. Tell the pupils to guess what they think the words might be.
4. Now show the pupils a transcript of the audio. Ask the pupils to
read it and see if they can find a word that might match the
definitions on the board.
5. Check answers.
6. Now tell pupils to listen to the text and raise their hands when
they hear one of the new words.
1.3.1 N/A for this level.

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Speaking Content and Learning Standards
Form 1
Learning Standard Activity outline
Error correction:
When providing speaking practice, it is important to allow space for
the pupils to practise without worrying about accuracy. This will
allow them to focus on fluency and producing longer turns in
spoken English. It will also enable them to become more confident
speaking English. For this reason, when pupils are doing the tasks
monitor without interrupting to check that the pupils are on task and
speaking English.
If you want to deal with errors, keep a record of these during the
task and deal with them at the end. Select the errors that are most
common or have caused communication difficulties rather than
every single error.
To do the delayed correction you can:
 Keep a list. Add these onto the board in the last few
minutes of the task. Once the task is completed, put the
pupils in pairs and ask them to look at the sentences and
spot the errors.
 As you hear them, write the errors on slips of paper. After
the task is complete, put the pupils into groups and give
each group 1 - 2 of the papers. Ask them to discuss what is
wrong with the sentences. Then swap the papers between
groups and repeat.
 Create a worksheet for homework. Write down the
sentences with errors but include some sentences that are
correct. Tell the pupils to tick the sentences that are correct
and correct those that are not.
2.1.1 Ask about and give
about themselves
and others.
1. Put pupils into small groups of 4 - 5. Give each group a set of
post-it notes or pieces of paper.
2. With the class, brainstorm a list of information or topics you might
find out about people – note these on the board and ask the pupils
to write down the key words on the post-it notes or papers. They
can take it in turns to write or one person can write. Examples:
birthday, pet, brothers or sisters, favourite food, favourite drink,
favourite colour / film / app / website.
3. As you elicit the key words, check that pupils know how to
formulate the questions, e.g. When is your birthday? What is your
favourite…?
4. Once you have elicited as many questions as the pupils can
think about, tell the pupils to put the papers in the centre of the
table. Tell them to take it in turns to pick up a paper and ask the
question to someone else in the group. Tell the group to ask
different people each time.
5. Let the pupils work together and ask and answer questions.
Keep a note of any errors you hear for delayed correction.
2.1.1 Ask about and give
about themselves
and others.
1. Ask pupils to log onto a site where they can create a fake social
media profile such as ‘fakebook’
https://www.classtools.net/FB/home-page
2. Tell the pupils to create a fake account for their favourite fictional
character from a book or film.
3. If there is time, ask them to share their fakebook profiles with
each other. They can add posts and comments to each other’s
profiles.

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4. Now put the pupils in pairs and ask them to read the fake profile
created by their partner. Tell the pupils to think of 5 - 6 questions
that they would like to ask that person.
5. Ask the pupils to interview each other and roleplay as their
characters answering the questions as that character would do.
6. If there is time, ask a few of the pupils to act out their interviews
for the other pupils.
2.1.2 Ask about and
express rules and
obligations.
1. Elicit the idea of rules.
2. Ask the group to think of some rules for school. Share their
ideas.
3. Tell them they are now going to create a set of classroom rules
to share with each other.
4. Put the pupils into groups of 4 and give them poster paper and
pens.
5. Ask the pupils to work together and create a set of class rules on
their poster.
6. Once they have finished, ask 2 pupils to stay next to their poster
and the other 2 pupils to go around and look at the posters
produced by other groups. As they go around they should ask the 2
pupils who have stayed questions about the rules.
7. Once they have done this for sufficient time, swap roles so the 2
pupils who stayed by their poster can go and look at the others and
the 2 pupils who have looked go back and stay with their own
poster.
8. Once all the pupils have seen the other groups’ work, ask the
pupils to sit down.
9. Hold a vote to see which set of rules they liked best.
2.1.2 Ask about and
express rules and
obligations.
1. Put pupils into groups. Write a list of situations on the board, e.g.
going through an airport / taking a book out of a library / using
social media. Alternatively give them picture prompts.
2. Tell each group to choose one of the situations.
3. Ask them to create a list of rules for their situation.
4. Monitor and check.
5. Now ask the pupils to work in pairs – put each pupil with
someone from a different group.
6. Tell the pupils to ask and answer questions about their situation.
2.1.3 Ask about and
describe future
plans or events.
Project work
1. Put the pupils into project groups with 4 - 5 pupils in each. Ask
them to work together and think about the future. Give them some
topic headings: home, food, work, family, hobbies and free time etc.
2. Tell the group to imagine that they are important leaders in the
world and they need to create plans for what the world will be like in
50 years’ time.
3. Ask the pupils to work in their groups to highlight their ideas for
each of the topics.
4. Give pupils time to research online, think and plan.Tell them they
will present their ideas at the end of the project.
5. Pupils plan and create an outline of their ideas. They could do
this as a slide show or on poster paper. The planning stage may
take several lessons.
6. Once the pupils are ready ask each group to present their slides
or posters to the rest of the class. Give them 5 minutes per group
and tell them there will be 5 minutes Q&A at the end. Tell the pupils
watching that they must think of one question they want to ask by
the end of each talk.
7. Each group should present their ideas orally. The rest of the
class asks questions about what they have seen.
8. Do some delayed error correction.

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2.1.3 Ask about and
describe future
plans or events.
1. Tell pupils to imagine they are on holiday.
2. Give them a table with 3 columns – the first should be titled
‘holiday plans’ the second should be titled ‘me’ and the third should
say ‘my friend’. In the first column ask them to create a row for each
planning area: the place they will stay / the activities they will do /
who they will go with / food they will eat.
3. Tell them to fill in the second column giving details – for each
area – of their dream holiday.
4. Now put the pupils in pairs.
5. Tell them to ask questions to their partner and fill in the second
column.
6. When they have finished they should decide if they would also
like to go on their friend’s holiday or not.
2.1.4 Explain and give
reasons for simple
advice.
1. Set up a role play. Brainstorm a list of possible problems pupils
might have, e.g. finding work difficult, feeling worried about an
exam, being nervous about making friends. Ask them to think about
different ways of solving the problem.
2. Set up a role play. Put the pupils into pairs. Explain that one pupil
is a pupil adviser and the other is a pupil.
3. Tell them to act out a scene: the pupil should explain a problem
and the adviser should give some advice and explain why. Monitor
as they work and ask them to change roles after 5 minutes.
4. Complete delayed error correction.
2.1.5 Ask about and
describe
personality.
1. Ask pupils to go online and research their favourite celebrity.
2. Tell them to create a ‘fact sheet’ about the celebrity with
information about what they do, where they are from, their family
and interests and so on. This can be on paper or on a presentation
platform such as a slideshow. If it is online they can include short
video clips or audio of the celebrity.
3. Once they have finished, brainstorm a list of adjectives and ways
of describing people with the whole group.
4. Put the pupils into small groups of 3 - 4. Tell each pupil to
present the basic information about their celebrity.
5. When they finish the other pupils should ask questions about the
personality of the celebrity. Give some examples, e.g. Is she
confident or shy? Is he energetic or lazy? The pupil should reply
giving reasons. E.g. I think she is confident because she is always
on TV.
2.3.1 Keep interaction
going in short
exchanges by
checking
understanding of
what a speaker is
saying.
or pupils will need their own devices with headphones.
1. Tell pupils they will speak to each other on Skype/Whatsapp or
similar and they will need to check they have understood what the
other person is saying. Brainstorm a list of phrases or ways of
doing this and note these on the board.
2. Put the pupils in pairs and make sure they can connect online via
an audio medium. If this is not possible, ask them to sit back to
back in class as if they are on the phone and can’t see the other
person.
3. Tell them to have a short discussion to arrange a meeting, e.g. to
go to a café or cinema for example. Tell them they must check they
have understood their partner regularly.
4. Monitor as they do the task.
5. Some pupils may wish to act out their dialogue for the class.
6. Complete delayed correction.

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2.3.1 Keep interaction
going in short
exchanges by
checking
understanding of
what a speaker is
saying.
1. Tell pupils to create some fake details, e.g. a fake name, phone
number, address, date of birth and write down the details.
2. Now tell them they are going to do a role play. Before you start
check they know phrases for checking understanding of a speaker.
3. Tell them they need to get a passport. Put the pupils into pairs
and give them a letter – A or B.
4. Tell pupil A they work in the passport office. Demonstrate how to
ask for details e.g. What is your name? Can you spell it?
5. Tell them to ask pupil B for their details. They should check they
have understood all the information correctly.
6. When they have finished they should check they have
understood correctly.
7. Once they have finished they should swap roles.
8. If there is time, pupils could create pictures of their ‘fake
passports’ for each other.
2.3.2 Agree on a set of
basic steps needed
to complete
extended
classroom tasks.
1. Tell pupils that they will be doing lots of project work.
2. Ask them to work in pairs and think of the steps needed to
achieve this, e.g. plan an idea / discuss with a group / make a
timetable.
3. Once they have agreed the steps put each pair with another pair
and get them to present their ideas. As a four they need to prepare
a final version of steps.
4. Compare ideas with the whole class at the end.
5. Complete delayed error correction.
2.4.1 Narrate short
stories, events and
experiences.
1. Tell pupils to log onto a website where they can create mini
comic strips, e.g.
https://www.storyboardthat.com/storyboard-creator
http://www.makebeliefscomix.com/Comix/
2. Pupils can work in pairs or alone. They should create a short
narrative story using the comic strip creator.
3. When they have finished ask each pupil or pair of pupils to work
with another pupil/pair.
4. Each pupil or pair should show their comic strip to the others and
narrate the story.
5. Monitor as they work for a final delayed error slot.
2.4.1 Narrate short
stories, events and
experiences.
1. Tell pupils to think of a simple favourite story they remember.
2. Ask them to think about the words they will need to tell the story
and use a dictionary to find any they don’t know.
3. Tell them to draw 5 pictures from their story and add labels.
4. Put the pupils into pairs. Tell the pupils to show their pictures to
each other.
5. Each pupil should try to guess the story of their partner from the
pictures. Their partner can tell them if they are correct or not.
6. After they have guessed each pupil should tell their story to each
other.

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Reading Content and Learning Standards
Form 1
Learning standard Activity outline
Choose a text – you can access possible texts online or use any
suitable print resources.
Possible websites:
https://newsela.com/
http://dreamreader.net/
https://www.gcflearnfree.org/
http://www.literacynet.org/cnnsf/archives.html
http://learnenglishteens.britishcouncil.org/skills/reading-skills-
practice
https://www.newsinlevels.com/
http://busyteacher.org/classroom_activities-reading-worksheets/
3.1.1 Understand the
main points in
simple longer texts.
1. Choose a text – you can access possible texts online or use any
2. Give each pupil a copy of the chosen text. Use any visuals / titles
/ headlines to elicit ideas about the topic of the text.
3. Ask pupils to use their finger and place it at the top of the text.
Tell them to move their finger down the centre of the text
reasonably rapidly – it should take about 30 seconds. They should
follow their finger with their eyes. Allow them 30 seconds to do this.
Ask them to turn over the reading so they can’t see it.
4. Ask the pupils to call out any words they can remember and
create a mind map on the board – adding any words they can
remember. Although it seems unlikely they will remember much
they often get a lot of the key language. This also helps them with
the idea that they can skim read a text much faster than they
imagine and get a lot of information even if they don’t think they
can.
5. Pupils should use the mind map to guess the content of the text.
Elicit back their ideas.
6. Now ask pupils to read the text and see if their predictions were
correct.
3.1.1 Understand the
main points in
simple longer texts.
1. Create some cards with key ideas on them, e.g. 6 cards each
with a different key word or phrase or sentence from the text. Have
enough sets of 6 to have one per pupil. (If you have one to two
pupils without a card assign them to work in a pair with another
pupil and share the card).
2. Create 3 true or false questions about the text - one from the
beginning, one from the middle, one from the end.
3. Write the true or false questions on the board and ask the pupils
to read the text quickly, not worrying about every word, and find the
answers. After they have read, ask them to compare answers with
a partner. Check answers with the whole group.
4. Give out the cards you prepared – one per pupil.
5. Ask them to create a group of 6 by finding 5 other people in the
room with a different card to them. In this way they will form
groups.
6. Now ask them to try and stand in the order that their cards
appear in the text and think about how they are connected. If
necessary they can read the text again.
7. Monitor and check.

169
8. If there is space the pupils could line up in the order they have
decided; if not check the order they have chosen and why.
3.1.2 Understand specific
details and
information in simple
longer texts.
1. Ask pupils to choose a text they find interesting, e.g. online.
They should bring in or be able to access a copy. Tell them to read
the text fully and write 2 - 3 sentences describing the topic and why
it is interesting.
2. Ask them to read the text again and write 5 questions about
information in the text. Monitor and check as they create their
questions. (If necessary let them do this for homework and check
and correct.)
3. Put the pupils into pairs and ask them to read their summary
sentences to each other.
4. Tell them to give their text and questions to their partner.
5. Ask them to read the new text and answer the questions. When
they have both finished, their partner should check their answers
and correct any mistakes.
3.1.2 Understand specific
details and
information in simple
longer texts.
1. Give pupils a text with a narrative or event. Tell them they are
journalists and will report the story.
2. Ask them to read carefully and make notes on as much as they
can remember.
3. Tell them to work in pairs and present a television news report
and that they should include as much detail as possible.
4. Give each pair time to prepare. If possible they could use their
phones or devices to film the report. Alternatively they could role
play at the front of the room.
of unfamiliar words
from clues provided
by other known
words and by
context.
1. Find a text and analyse it for approximately 7 - 8 words that the
pupils are unlikely to know. Add in another 5 - 6 words from the text
that you think they will understand. Prepare a few multiple choice
questions about the content of the text.
2. Put the pupils into small groups and give each group a large
piece of paper divided into three columns. Tell them to write ‘K’ at
the top of the first column, ‘W’ at the top of the second column and
‘L’ at the top of the third column.
3. Give each group a set of post-it notes. Write the words you have
chosen (mixed up) on the board and ask the pupils to write each
word on a post-it note.
4. Now elicit the meaning of the letters on the paper. K= Know it
W= would like to learn it and L= learned.
5. Tell the pupils to ignore the final ‘L’ column. In their group they
should stick the words under either K for ones they know and W for
ones they don’t yet know. If one pupil in the group believes they
know a word the others don’t tell them to teach the rest of the
group. Monitor and check as they work.
6. Once they have grouped their words, give pupils the text they
are going to read and the multiple choice questions you have
prepared. Tell the pupils to read the text quickly and answer the
questions without worrying about parts they don’t understand.
7. Check answers to the questions.
8. Ask the pupils to read the text again and find the unknown words
from their ‘W’ list and underline them. Check and monitor as they
do this.
9. Tell the pupils to work in their groups again and try to guess the
meaning of the words by reading the text for context. Monitor and
guide as necessary.
10. Elicit back from the pupils the words they have guessed and
correct as necessary.
11. Ask each group to try and write an example sentence using the
new words. Monitor and check.

170
12. Now ask pupils to go back to their K/W/L chart. Ask them to
look at the W words and – if they are confident about them – move
them into the L for ‘learnt’ column. Encourage them to only do this
if they are completely confident. Check their lists again. If there are
any words still in the K list, review them again or make a note to go
back to them in a future lesson.
of unfamiliar words
from clues provided
by other known
words and by
context.
1. Find a text with lots of new words, e.g. nouns in it. Good stories
might include places or characteristics.
2. Find pictures which represent the words.
3. Either project the pictures onto a screen or put them onto a
worksheet with the words next to them or in a box and jumbled up.
4. Put the pupils in pairs and ask them to match the picture and the
word. At this stage they will guess.
5. Now ask them to read the text and check or change the matches
they have chosen using the story to help them.
6. Once they have finished they should compare their matches with
a partner. Then check answers with the whole group.
7. If there is time, pupils should write example sentences using the
new words.
3.1.4 Use with some
support familiar print
and digital
resources to check
meaning.
or pupils will need their own devices. If possible you also need a
set of good hard copy dictionaries so there is one per 3 pupils. If
these are not available pupils may have their own.
1. Write 5 unfamiliar words on the board.
2. Ask pupils how they might learn about these words – elicit the
idea of using dictionaries or similar.
3. Take the first word as an example and ask pupils to check in
hard copy dictionaries. Ask the pupils to work in groups of 3 and
look up the word giving advice on how to do this if they aren’t sure.
4. Once pupils have found the word, check that they understand
the meaning. Elicit from them any other information they can find
about it. This will depend on the dictionary they are using but could
include word class / phonemic transcription / example sentence /
translation.
5. Now ask pupils to go to an online dictionary and ask them to
look up the same word. They could choose from dictionaries such
as:
http://dictionary.cambridge.org/
http://www.dictionary.com/
https://www.merriam-webster.com/
6. Ask them to compare what they find online – e.g. the chance to
hear the word, quick links to similar words.
7. Discuss which of the online dictionaries has useful information.
8. Tell pupils to look at the remaining 4 words on the board. Ask
them to work in pairs and look them up in the dictionaries. Tell
them to try more than one dictionary and think about which one
they found helpful. Ask them to create an example sentence of
their own for each word to show that they understand it.
9. Monitor and support as the pupils work.
10. Round up by eliciting some examples of the sentences they
have written and then ask them which dictionaries they enjoyed
using and why.
3.2.1 Read and enjoy
fiction / non-fiction
and other suitable
print and digital texts
of interest.
Project work
1. Tell pupils to look online for something they find interesting to
read in English.

171
2. Ask them to prepare some notes about this. They can do it at
home if you prefer.
The notes should be made under the following headings:
a. My reading
b. The topic
c. Where did I find it?
d. Why do I like it?
3. Ask the pupils to bring in their notes and work in groups of 6.
Each group will need a PC or tablet or other device.
4. Tell each pupil to present their reading idea to the rest of the
group. Monitor as they do so.
5. When the pupils have finished presenting ask them to choose
one of the 6 readings presented by their peer to work on.
6. Tell the pupils to read the chosen text and be ready to make
summary notes on ‘What I liked/What I learned’.
7. When they finish reading they complete the notes.
8. Once everyone has finished their notes ask them to work in their
group again and share what they liked and learned from each
other’s texts.
9. This process can be repeated on different occasions.
10. At the end of the project, each pupil can go back to their notes
and decide which thing they liked reading the best.
and other suitable
print and digital
texts of interest.
Project work
1. Ask pupils to spend time choosing a text they think they will
enjoy reading. They could do this online if you have facilities or
they could go to the library if available.
2. Let them spend time doing this then ask them to work in groups.
3. Each pupil should present what they have chosen explaining
why they like it. They can show the book, article, pictures etc. to the
group either in hard copy or online.
3. Set up a reading circle. (Each circle should have 5-6 pupils in it).
Pupils either read at home and come back in next lesson or sit in
their reading circle (on the floor / on chairs around a table / in a
circle of chairs) and read silently together.
4. When they have finished reading (or if they did this at home and
have arrived for the lesson), pupils pair with another pupil from their
reading circle and talk about what they read explaining what
happened, if they liked it or not, and why or why not.
5. Now each pair reports back to the reading circle – they explain
what their partner read and if they liked it.
6. Each person in the reading circle should now pass what they
read to someone else in the reading circle. Monitor or if the pupils
can’t agree, you assign the texts.
7. Pupils now read their new text. When they have finished, they
tell the group if they enjoyed it and why.
8. This stage can be repeated if required.
and other suitable
print and digital texts
of interest.
1. Find some short interesting articles and make large copies of
them to stick around the walls. You should find 6 - 8 with clear titles
and pictures. Number the articles.
2. Put pupils into pairs. Ask them to write 1 - 6 or 1 - 8 depending
on the number of articles.
3. Ask them to move around the room in a clockwise direction and
look at each article, thinking about the title and pictures. Tell them
they won’t have time to read the articles in any detail – just to get
an overall impression. Next to each number they should note the
topic and put ticks or crosses according to how much they like it.
4. When pupils have had time to go around the room, complete a
vote. Ask pupils to hold up their hands as you call out the numbers
of the texts for the one they like best.
5. Select the most popular text. Either project the text or give out
copies (you may do this in the next lesson).

172
6. Ask pupils to make predictions based on the title and pictures
that they saw. Note these on the board.
7. Tell pupils to read the text and check if their predictions are
correct. Ask them to compare their answers together. Check
answers with the whole group.
8. Ask them to discuss in pairs if they liked the text or not.

173
Writing Content and Learning Standards
Form 1
Use some online resources to find additional worksheets or
activities to complete to practise writing skills.
Possible websites:
http://learnenglishteens.britishcouncil.org/skills/writing-skills-
practice
http://busyteacher.org/classroom_activities-writing-worksheets/
http://www.fluentu.com/english/blog/english-writing-
exercises/?lang=en
4.1.1 Give detailed
information about
themselves and
others.
1. Write a list of 5 jobs on the board.
2. Ask the pupils to work in groups of 3 or 4. Tell them to look at
each job and note down the skills a person would need to be good
at the job.
3. Tell each group to choose one of the jobs and create an
application form. Show them some simple examples. Monitor and
support as necessary.
4. Make sure each pupil writes out their own form as they plan.
5. Once the pupils have completed their forms put them into pairs.
Get them to swap their forms and tell them to imagine they are
applying for a job and should fill in the form.
6. Tell pupils to give the form back to the person who wrote it.
7. Explain to the pupils that they must write a summary of the
applications they have received. Show them an example, e.g. This
person’s name is xxxx. She lives in xxxx. She can type. She can
use a computer.
4.1.1 Give detailed
information about
themselves and
others.
1. Give out small credit-card-sized pieces of cardboard. Tell pupils
they are going to create a pupil ID for summer school.
2. Tell pupils to think about the type of information that is normally
included on an ID. Elicit ideas on to the board.
3. Tell pupils they should create their own ID. Explain that they
should imagine a character or use a fictional character they like
and make their ID.
4. Let them create the ID adding in a picture and details. Support
and monitor as they do. If pupils have access to a computer or
similar they can create their IDs and print them online.
5. Divide pupils into two groups – school administrators and pupils.
Tell the administrators they need to ask questions about the pupil
to see if the correct information is on their ID.
6. Tell the pupils to mingle and role play. If space is limited, pair the
pupils up then move them around after a few minutes.
7. After a while get the pupils to swap roles and repeat.
4.1.2 Describe future
plans or events.
1. Tell pupils to imagine they are in the future. Get them to search
the web for images based on life in the future.
2. Ask them to imagine where they will be and what they will be
doing.
3. Ask pupils to work in pairs and discuss their ideas. Tell them to
give as much detail as possible to each other.
4. Now ask the pupils to write an email. They should imagine they
are living in that future place and are arranging a special weekend.
The email should describe their plans for that weekend.

174
5. Tell each pupil to send their email to a friend (if pupils have a
safe online account) or to you.
6. As a follow-up pupils can reply to each other’s emails.
4.1.2 Describe future
plans or events.
1. Tell pupils to think about a lesson they would like to do in the
future. Tell them to think about the topic, if they want to practise
speaking, reading, writing or listening or a mixture and if there are
any words or language they would like to learn.
2. Put them into pairs and ask them to agree on the lesson they
would like.
3. Once they have planned, put each pair with another to make
groups of 4.
4. Tell each pair to present their ideas and explain what they will
do in the lesson.
5. Once they have finished, tell the group of 4 to choose which
lesson they would do.
6. If it is possible you could note some of their ideas and do some
of the topics or lessons they have suggested.
4.1.3 Narrate factual and
imagined events
and experiences.
1. Choose a blogging site that pupils can use.
Example sites:
https://edublogs.org/
https://www.blogger.com/about/
2. Look at some sample blogs.
3. Tell pupils to imagine an event that happened that day.
Tell them to find a few pictures online and write about the event
using the pictures to illustrate their blog.
4. If there is time, pupils can add comments to each other’s posts.
4.1.3 Narrate factual and
imagined events
and experiences.
1. Ask pupils to pick one of their favourite celebrities – a sports
person, singer, writer etc.
2. Tell them to work in pairs and tell their partner who they chose
and why.
3. Now tell the pupils they will imagine they are the celebrity and
are writing a diary or blog entry for that celebrity. Give them some
ideas of what they should include – what time they get up, what
kind of activities they do, who they see, where they go and what
they eat and drink.
4. Give them time to write. Monitor and support.
5. Once they have finished, ask the pupils to swap diaries and read
each other’s writing. Tell them to think of one question to ask their
partner.
6. Tell the pupils to ask each other their questions and to imagine
the answer the celebrity would give.
4.1.4 Describe
personality.
1. Ask pupils to write a list of 10 adjectives that describe people.
2. Elicit their ideas and add the words to the board. Keep going
until the pupils can’t offer any new ones.
3. Put 8-10 images of people onto the screen or give them to pupils
on a handout. Ask the pupils to choose one image and imagine the
person in detail.
4. Tell them to write a short paragraph about the person describing
them and their personality.
5. Once the pupils have completed their paragraphs, ask them to
work in groups of 5 or 6. Tell each pupil to read out their paragraph
without saying which picture they chose. The other pupils should
guess which picture they are describing.
4.1.5 Connect sentences
into two coherent
paragraphs or more
using basic
coordinating
1. Find 2 short paragraphs. Write them out again but replace all the
reference pronouns with nouns. Take out all the coordinating
conjunctions.
2. Give the paragraphs to the pupils or project it. Show them the
repeated nouns. Tell them to rewrite the text adding in reference
pronouns. They can do this alone or in pairs.

175
conjunctions and
reference pronouns.
3. Check answers.
4. Now explain that the coordinating conjunctions have been
removed. Tell pupils to read the paragraphs again and add some
back in.
5. Check answers.
4.1.5 Connect sentences
into two coherent
paragraphs or more
using basic
coordinating
conjunctions and
reference pronouns
1. Find a short text and rewrite it. Take out all the coordinating
conjunctions and paragraphing – list the sentences one by one.
2. Give the list of sentences to the pupils and ask them to work in
pairs.
3. Ask the pupils to try and write the text out again adding in the
coordinating conjunctions. Monitor and support.
4. Check their ideas and rewritten paragraphs.
5. Show them the original version of the text and ask them to find
the elements that you removed.
4.2.1 Use capitals, full
stops, commas in
lists, question
marks, and speech
marks appropriately
at discourse level.
1. Choose a short text and write it out removing all the capitals and
punctuation marks. Use a short paragraph rather than full text if
more suitable for pupils.
2. You can email this, put it on a worksheet, or project it for pupils.
3. Ask the pupils to correct the text or rewrite the text putting in the
capitals and punctuation.
4. Check answers.
4.2.1 Use capitals, full
stops, commas in
lists, question
marks, and speech
marks appropriately
at discourse level.
1. Find a short simple paragraph. This could be from a text the
pupils have recently read.
2. Ask the pupils to get out a notebook and pen.
3. Tell them to listen and write. Dictate the paragraph slowly but
don’t include full stops, question marks or any other punctuation.
4. Dictate it a second time.
5. Once you have finished, put the pupils into pairs and ask them to
compare what they have written. Get them to ask about any words
or anything they are not sure about.
6. Once they all have the correct content, tell them to work through
the paragraphs again and add in the punctuation.
4.2.2 Spell most high
frequency words
accurately in
independent writing.
1. Give pupils a short spelling test covering some common words.
2. Write the correct spellings up on the board and ask the pupils to
check their answers.
3. Tell pupils to select 5 of the words and try to remember them.
Clean the words from the board. Tell the pupils to cover up the
words they wrote so they can’t copy.
4. Ask them to write one or two paragraphs and ensure that they
include the five words. Monitor and check as they write.
5. Tell the pupils to swap their papers and read the paragraphs.
Ask them to find the 5 words that their partner included and check
the spelling.
4.2.3 Produce a plan or
draft of two
paragraphs or more
and modify this
appropriately in
response to
feedback.
1. Tell pupils to use a random picture generator. Example website:
http://writingexercises.co.uk/random-image-generator.php
Alternatively use the same site to generate a random title.
2. Ask the pupils to work in pairs and create a plan for what they
will write. This could be a story or a factual essay about a topic.
3. Ask them to brainstorm a list of ideas. Encourage them to do this
by creating a mind map.
4. Tell them to look at the ideas and group them together. Explain
that each group of ideas will be a paragraph.
5. Give them time to do this.
6. Now tell each pupil in the pair to write up one of the paragraphs.
7. Once they have done this ask the pupils to swap their
paragraphs. Tell them to read what their partner has written and
find one thing they can improve, e.g. some spelling; a language
error; add in a connecting word.

176
4.2.3 Produce a plan or
draft of two
paragraphs or more
and modify this
appropriately in
response to
feedback.
1. Write an essay title on the board.
2. Put pupils in small groups and ask them to discuss what they
would put in the essay and note down a list of ideas.
3. After 5 minutes tell each group to pass their list to another group.
4. Tell the groups to look at the list of ideas and plan how they
would fit into paragraphs by reorganising the list. They should write
out the list again in the correct order. Monitor and support.
5. Tell each group to pass their paragraph plans to a new group.
6. Each group should now read through the paragraph plans and
make changes if they think it needs improvement.
7. Give the final plans back to the original group to look at. If there
is time the original group can write out the paragraphs.

177
Literature in Action Content and Learning Standards
Form 1
Choose a text – you can access possible texts online or use any
Possible websites:
http://www.eslfast.com/
http://english-e-books.net/ Select book then ‘read online’ button for
access- this needs to be done online with a device or PC.
5.1.1 Describe in simple
language a
character’s actions
or feelings and
explain the reasons
for them.
1. Find a simple narrative with a character who does lots of things.
2. Create a simple table with the headings ‘Actions’ and ‘Reasons’.
Pre-teach these words. Add the subheadings xxxx did this….under
actions and because….under reasons.
3. When the pupils have read the story ask them to work in pairs.
Tell them to choose a character and fill in the ‘actions’ column,
listing all the key actions that the character did. They can choose
different characters if there is more than one in the story.
4. When they have finished, ask them to pass their paper to a
different pair.
5. The new pair should read the actions listed and in the ‘reasons’
column write down why the character did them.
6. Tell them to pass the paper back to the original pair to check if
they agree.
5.1.1 Describe in simple
language a
character’s actions
or feelings and
explain the reasons
for them.
1. After reading a story ask the pupils to think about how the
person felt at different points in the story.
2. Tell the pupils to open an app tool for messaging or writing e.g.
email / text / messaging app. They should open a new message or
document.
3. Tell them to choose 4 - 5 emoticons (smiley faces or symbols)
that show the events / feelings of their character and put them into
a message.
4. Ask the pupils to work in pairs. They can either send their
message to their partner or simply show them the draft on their
own device. They should tell their partner what each emoticon
represents.
5.1.2 Identify and
describe in simple
language the key
characters in a text.
1. Find a text with at least 3 - 4 significant characters in it.
2. Create a mind map for each key character with the name in the
centre. Include 3 - 4 mind maps. Write a set of characteristics /
adjectives or actions in a list not linked to any of the mind maps.
3. Ask the pupils to read the story and decide which of the words
should be added to which mind map.
4. Give pupils time to read and put the words onto the mind maps.
5. Ask them to compare their ideas with a partner.
6. Check answers together.
7. Now ask pupils to work together and create a description of one
of the characters. Give some stem sentences adapting these to the
context e.g. Harry is….. He likes… In the story he…..because…..
8. Check their ideas.
5.1.2 Identify and
describe in simple
language the key
1. Ask the pupils to choose a favourite character from a story they
have read recently. Alternatively ask them to read a short story and
choose a character they like.
2. Ask them to complete a writing frame. Put this on the board or
give it to them as a worksheet with gaps for them to write in.
My favourite character is…..
He/she is…..[what kind of character]

178
He/she….[what does he/she look like]
In the story he/she….[what important things do they do?]
I like this character because….
3. Now ask pupils to change some of their sentences into
questions. Give examples. E.g. He is tall and he has dark hair
becomes Is he tall or short? She is very kind becomes Is she kind
or selfish? Why?
4. Give pupils time to write the questions and check and monitor as
they do.
5. Put pupils into pairs. Tell them to ask their questions and see if
the other pupil can answer correctly.
5.1.2 Identify and
describe in simple
language the key
Project work
1. Explain that you will be making a ‘character wall’ in the project.
2. With pupils design a ‘character ID’ template. This could include
basic details but also character, interests, key events etc. Leave
space for a picture. You can have an electronic template or a paper
one.
3. Each time the pupils read a narrative / story / part of a narrative
ask them to choose a character and fill in the character ID. If this is
on paper they can draw a picture. If it is electronic they can find a
picture they think fits the character.
4. When they have finished they should find another pupil with the
same character and see if they have similar information.
5. Each pupil should keep their character IDs. They can go in an
electronic folder or a paper folder depending on how they are
working.
6. At the end of the project, ask pupils to find all their character IDs
and look at them.
7. Tell them to choose the ‘best’ and ‘worst’ character. Put them
into small groups and ask them to explain to their group who they
have chosen and why. They should see if anyone else in the group
has selected the same characters.
8. If you have time ask each pupil to choose their favourite ID and
make a wall display or gallery of characters for everyone to look at.
(If the pupils have used IT they could bring in a print out of their
favourite.)
5.3.1 Respond
imaginatively and
intelligibly through
creating simple
stories and simple
poems.
Other imaginative
responses as
appropriate.
1. Ask pupils to log on to the following site and follow the
instructions adding in names, adjectives and so on to the correct
boxes. http://www.readathon.org/the-
storymaker/?gclid=CKWWgOLtrtQCFSIG0wodjjsKLw
2. Allow them to create a story. They could choose a theme or
character from something they have read. Monitor what they are
doing carefully.
3. Ask them to work with a partner and read each other’s stories.
4. When they have finished tell them to try and retell the story to
their partner.
5. Their partner should correct them if possible.
6. When they finish they can check the original stories to see if they
are correct.
5.3.1 Respond
imaginatively and
creating simple
stories and simple
poems.
1. Find a story for pupils to read. Choose one with some tasks or
worksheets or create these so the pupils read carefully.
2. When they finish ask them to work in small groups.
3. Give them large poster paper and pens.
4. Ask them to choose one part of the story and create a picture
including as many details as they can.
5. Give them time to complete their pictures.

179
Other imaginative
responses as
appropriate.
6. When they have finished they should show their pictures to the
class. Ask the other pupils to identify which part of the story they
have drawn.
7. After the pupils have finished sharing their pictures, tell them to
choose a person / animal from the image if there is one and
describe how that person / animal is feeling and why. They can do
this as a speaking or a writing task.
If there are no people or animals they can choose an object or
place in the picture and describe it instead.
8. Now ask them to think of a short story of their own which
features the same person / object or place.
9. In groups they write their own simple narrative. Monitor as they
do so and support as necessary.
10. When they finish they can read their stories to the class.
5.3.1 Respond
imaginatively and
creating simple
stories and simple
poems.
Other imaginative
responses as
appropriate.
Project work
These tasks could be completed over a number of lessons
1. After reading a story, ask the pupils to work in groups. Assign a
character from the story to each group.
2. Ask them to work together and imagine what happened to that
character after the original story ended.
3. Give them time to discuss and work on this, monitoring to
support.
4. When they have finished get each group to role play what
happened.
5. Confident pupils could do their role play for the rest of the class.
6. Ask the pupils to now write their new narrative into a story and
create illustrations for it. When they have finished they can either
read their story to the group and project their images, or they could
put the stories up on the classroom walls.
7. Tell pupils to read the story of one of the other groups and
imagine they are the character from the story. Each pupil should
now write a ‘diary entry’ or ‘blog’ as if they were that character.

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

SOW Form 1.pdf

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SOW Form 1.pdf