Sow form 5

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH MENENGAH
English Language
Scheme of Work
Secondary Form 5

Secondary Form 5
Scheme of Work

Secondary Form 5 Scheme of Work 3
Contents
Content Overview...................................................................................................................................4
1. Content and organisation of the Form 5 Scheme of Work..............................................................5
2. Scheme of Work Template: Supporting Information.......................................................................8
3. Differentiation strategies for Secondary pupils .............................................................................11
4. Glossary of terms in Form 5.........................................................................................................16
5. Scheme of Work: Lessons 1–112 ................................................................................................24
Unit 1 ..................................................................................................................................................24
Unit 2 ..................................................................................................................................................36
Unit 3 ..................................................................................................................................................46
Unit 4 ..................................................................................................................................................57
Unit 5 ..................................................................................................................................................67
Unit 6 ..................................................................................................................................................76
Unit 7 ..................................................................................................................................................86
Unit 8 ..................................................................................................................................................97
Unit 9 ................................................................................................................................................110
Unit 10 ..............................................................................................................................................119
Unit 11 ..............................................................................................................................................129
Unit 12 ..............................................................................................................................................137
6. Appendix 1: Learning Standards mapping .................................................................................146
2020 Version 2

Secondary Form 5 Scheme of Work
Content Overview
The purpose of this document is to provide teachers with support and information on planning,
creating and delivering their lessons throughout the year. Teachers will need to refer to this
document when planning and delivering their textbook-based lessons and creating their own non-
textbook-based lessons.
The Scheme of Work is divided into sections which provide the following information and content:
1. Content and organisation of the Scheme of Work
This section provides teachers with an introduction to the Scheme of Work and an explanation of
how the textbook-based lessons and the non-textbook-based lessons are organised within the
Scheme of Work.
2. Supporting information
This section provides teachers with an explanation of the information contained within the
Scheme of Work template. This section also gives teachers advice on completing the Scheme of
Work template for their own non-textbook-based lessons.
3. Differentiation strategies for secondary pupils
This section provides teachers with a number of suggested differentiation strategies that teachers
may wish to use in their planning to help meet the needs of the pupils in their class.
4. Glossary of terms in the Form 5 Curriculum Framework
Teachers should refer to the Content and Learning Standards contained within the Scheme of
Work. These Content and Learning Standards come from the Standards-Based Curriculum and
Assessment Document (DSKP) and the Curriculum Framework document.
This section provides teachers with supporting explanations for some of these Content and
Learning Standards. It also provides explanations of important terms used in some of the
lessons. These terms are mainly found in the Learning Outline section (see the first table in the
Glossary of Terms).
5. Scheme of Work (Lessons 1–112)
This is the main section of the Scheme of Work. It provides teachers with details for the textbook-
based and non-textbook-based lessons.
7. Appendix 1: Learning Standards mapping
This section consists of a table which lists all 112 lessons in the Scheme of Work and their
Learning Standards. The mapping table enables teachers to see the coverage of the Learning
Standards at a glance.

1. Content and organisation of the Form 5 Scheme of Work
What is the Secondary Form 5 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of every lesson in Form 5, including the
Content and Learning Standards which must be covered within each lesson. The Scheme
of Work will assist teachers in their daily, weekly and long-term planning of lessons.
What does the Secondary Form 5 Scheme of Work consist of?
The Scheme of Work consists of 112 lessons with each lesson lasting a total of 60 minutes. If
lessons are organised into 30-minute lessons, teachers will need to plan and adapt their lessons
accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to 112.
The Scheme of Work consists of the following two types of lesson:
A. Textbook-Based Lessons: The materials for these lessons include learning activities
from the selected Form 5 textbook. This textbook is English Download and Form 5 will
cover all content from Units 1 to 12 of this textbook. The majority of skill-based lessons
(Reading, Writing, etc.) are textbook-based. Teachers can also plan their lessons
according to pupils’ needs using additional materials that are at B1 level.
B. Non-Textbook-Based Lessons: For this type of lesson, teachers will be responsible for
developing the lesson content and creating the necessary learning materials. Non-
textbook-based lessons in Form 5 Scheme of Work can be one of the following lessons:
Literature in Action (LiA), Project-Based Learning(PBL), skill-based (Reading, Writing,
Listening or Speaking) or Revision lessons. Revision lessons can be based either on the
textbook or additional materials according to pupils’ needs.
How are the Secondary Form 5 Scheme of Work lessons organised?
Most of the lessons in the Scheme of Work are Textbook-Based lessons. Textbook-Based and
Non-Textbook-Based lessons are organised into lesson cycles.
Typical lesson cycles
Each unit (units 1–12) of English Download provides teachers with enough materials for at least
five skill-based and Language Awareness lessons. Each unit in the Scheme of Work also
contains one Revision lesson to allow teachers to either review and extend learning or reteach
certain areas that teachers feel should be retaught based on their observations. PBL lessons are
included in Unit 7.
A typical cycle presents lessons in this order:
 Reading lesson(s)
 Language Awareness lesson
 Listening lesson(s)
 Speaking lesson(s)
 Writing lesson(s)
 LiA lesson (units 1-8 only)
 Revision lesson
In every unit, each skill may have one or two lessons. Please follow the lesson cycles as they
appear in the Scheme of Work in order to ensure your pupils will cover all of the textbook units.
Some of the non-textbook-based skill lessons recommend extending learning using B2 First

Certificate sample papers available on www.cambridgeenglish.org/exams-and-
tests/first/preparation/. More information about which content from B2 First sample materials is
available in the relevant lessons.
Finally, there are twelve Language Awareness lessons as well as two PBL lessons, eight LiA
lessons and twelve Revision lessons. To see how many and which lessons are available in every
unit, see the mapping table in Appendix 1 at the end of this Scheme of Work.
Teachers should note the following:
1. Teacher are expected to teach six units in each school term.
2. Reading, Listening, Speaking and Writing will mainly cover a total of two lessons (i.e. 120
minutes) in each cycle. Revision lessons can be repurposed to help extend the time required
for teaching a skill (e.g. Writing) if pupils would benefit from additional time.
3. There are two lessons in Unit 7 which provide teachers with the opportunity to create PBL
lessons. This will be one project over the two lessons. Teachers will also have the opportunity
to select appropriate Content and Learning Standards for these two PBL lessons depending
on the specific needs and interests of their pupils. These lessons are not based on the
textbook.
4. LiA: There are no specific materials in the Student’s Book to support this lesson type.
Teachers are expected to create their own lessons by incorporating materials from the
Literature Component textbooks provided by the Ministry of Education. There are eight LiA
lessons available across the Scheme of Work.
5. Skill-based lessons which recommend material from the two sample B2 First papers are
designed to help increase the time required for teaching a skill (e.g. Speaking), and have
been mapped to the Learning Standards.
6. Pupils are expected to have their own copy of the Student’s Book and use it in every lesson.
Pupils should also have their own notebook and bring it to every lesson.
7. Teachers should be able to access the Teacher’s Book for every skill-based lesson. If
teachers do not have regular access to the Teacher’s Book they should prepare a few
lessons in advance while they have the Teacher’s Book. If access to the Teacher’s Book is
very limited, teachers are advised to be proactive and collaborative by planning together and
consulting with the English Head or a senior English teacher at their school. The Teacher’s
Book provides a lot of guidance and ideas as well as the listening audio scripts, thus
considerably saving preparation time. It is therefore very useful for all teachers to be able to
access it, even if only periodically.
8. Teachers are expected to plan lessons based on the lesson outline in the Scheme of
Work. They may need to develop and produce worksheets and prepare other material and
resources for some lessons.
9. Language Awareness lessons will focus on learning specific grammatical structures or
functions (e.g. learn and review the difference between the use of the Present Simple and
Present Perfect). Teachers should cover the two vocabulary sections in the Student’s Book
units as part of the lessons (Reading, Listening, Speaking and Writing) if possible or as part
of homework. Teachers are encouraged to complete the majority of these vocabulary
sections to help pupils practise and revise new vocabulary in the unit.
10. Pre-lesson and post-lesson stages in the lesson outline are important stages in the lesson.
They should not be neglected or rushed.
11. At the end of every unit, pupils are encouraged to review and assess their learning in that
unit. This self-assessment can be guided by using a worksheet which identifies the language

covered in the unit, what pupils learned well and what they need to focus on. Pupils can also
make a note about what they need to do in order to improve. Once completed, these self-
assessment worksheets can be collected and used to identify the areas where pupils need
further assistance. They will also inform teachers on what advice they should give pupils to
improve their language skills during study time.

2. Scheme of Work Template: Supporting Information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type. For
example: Lesson: 7 (Writing 1), Lesson: 24 (Speaking 5).
2. Main Skill Focus
Each lesson will have one main skill focus. If the focus of the lesson is not on language skills
(Listening, Speaking, Reading, Writing), then the main skill focus will reflect the focus area of
the lesson (e.g. Language Awareness, Literature in Action, Project-Based Learning).
3. Theme
The four given themes are:
 People and Culture
 Health and Environment
 Science and Technology
 Consumerism and Financial Awareness
4. Topic
Topics are taken from the associated textbook. Topics for non-textbook lessons are either
guided by the Literature Component content or decided by the teachers.
5. Cross-Curricular Elements
Each cycle of lessons has been assigned a specific Cross-Curricular Element. Teachers will
need to refer to the section on the cross-curricular elements in the Standards-Based
Curriculum and Assessment Document (DSKP) for further guidance. Teachers are
encouraged to link their lesson to other Cross-Curricular Elements, in addition to the
suggested one given, if they identify opportunities where relevant cross-curricular
connections can be made.
6. Language/Grammar Focus
7. This will be related to a grammatical structure/function (e.g. Present Simple versus
Present Continuous). Content Standards and Learning Standards
The given Content and Learning Standards are taken from the Standards-Based Curriculum
and Assessment Document (DSKP) and the Curriculum Framework document. These
should be followed as they appear in the lessons to ensure the Learning Standards
are covered as intended. See Appendix 1 for an overview of the mapping of Learning
Standards.
8. Main Skill and Complementary Skill
Each lesson within the Scheme of Work focuses on one main skill and one complementary
skill. To ensure that pupils receive sufficient exposure to and practice in every Learning
Standard within the Curriculum Framework, each Learning Standard appears at least once
in the Scheme of Work. Learning Standards are covered as a main skill or as a

complementary skill. It is therefore critical that teachers ensure that both the main skill and
the complementary skill are covered in each lesson. The complementary skill is not an
optional skill that can be ignored or dropped from the lesson. Doing so may mean that
pupils do not receive adequate practice in and exposure to all the given Learning Standards
within the Curriculum Framework. When teachers are planning their lessons, they must
therefore ensure that both the main skill and complementary skill are each assigned a
suitable lesson Learning Objective.
Teachers should also be aware that the main skill and complementary skill are not normally
given equal time and attention within the lesson. Teachers will need to ensure that the
complementary skill is covered, but the degree of attention this receives in comparison to the
main skill will be up to the teacher’s own professional judgement as they will know better the
specific learning needs of their pupils.
Please note that some Learning Standards appear less frequently than others. Less
frequent Learning Standards must be covered as they appear in the Scheme of Work.
See Appendix 1 for a map of the Learning Standards coverage.
9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main
stages of every lesson are highlighted: Pre-lesson, Lesson Delivery and Post-lesson.
Teachers will also need to refer to the Teacher’s Book, which provides detailed information
about the delivery of the textbook activities for textbook-based-lessons.
The Lesson Delivery stage is where the main and complementary skills should be both
addressed to develop pupils’ language skills. Teachers should create their own Learning
Objectives for each lesson based on the specified Learning Standards – both for the main
skill and the complementary skill. The Learning Objectives should relate to and reflect the
activities in the Lesson Delivery stage.
Textbook-Based Lessons in the Learning Outline provide teachers with a structured
description for what to cover (and what to skip) and how to plan their lessons. They refer to
specific activities in the Student’s Book and the associated guidance available in the
Teacher’s Book. Some additional explanation or instruction may be provided in the Lesson
Delivery to ensure teachers plan activities that relate to the main and complementary
Learning Standards specified for the lesson. Please note that, in some of the Textbook-
Based lessons, activities may be tweaked, expanded or left out. This is to ensure the best
activities are selected for the stated Learning Standards and to follow the lessons cycle.
As teachers are working with pupils and supporting their learning, they should be aware of
their pupils’ development and the emerging challenges. Throughout the lessons, teachers
are expected to use formative assessment strategies (e.g. questioning, scanning) to assess
pupils’ progress and give clear and meaningful feedback. This feedback should enable
pupils to understand which areas they need to pay attention to and how to improve. Of
course, teachers are not expected to give every pupil feedback after every activity in every
lesson. However, teachers should use all opportunities available to communicate feedback
to pupils and help them take ownership of their own learning.

Teachers are encouraged to follow the instruction in the Lesson Delivery stage when
provided because it reduces lesson preparation time and ensures the Content and Learning
Standards are addressed.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing
relevant learning from a previous lesson or using a short activity as an opportunity for pupils
to share what they already know about the lesson topic or language. They provide an
opening to the lesson and get pupils in the right frame of mind for hearing, reading and using
English. They can be whole-class activities which are fun and engaging or pair-work which is
then opened up to a class discussion.
Post-lesson activities are short activities that take place at the end of lessons to review
and consolidate the learning from a lesson. Although post-lesson activities can be fun and
should not be too challenging so that pupils leave the class in a positive frame of mind, they
are an important stage that should be planned by the teachers. During the post-lesson
stage, teachers can conduct a quick and informal evaluation of the lesson and the pupils’
understanding of the learning that has taken place. Post-lesson activities can be used for
formative assessment and can give teachers an overall evaluation of the pupils’
development and indicate any issues individual pupils might have. Evaluating learning in the
post-lesson stage is particularly useful when new language is introduced for the first time or
followed up from a previous lesson. Therefore, teachers should give careful consideration to
the purpose of the post-lesson activities they choose for their lessons. Post-lesson activities
are not, therefore, optional extras to be done if there is time. Teachers should make sure to
leave a few minutes for post-lesson activities, even if they are running short of time in their
main lesson stages.
Each lesson includes a suggestion for Pre-lesson and Post-lesson activities in the Lesson
Outline. Some of these are outlined in the Learning Outline, and sometimes teachers are
directed to the textbook. Teachers can also create their own pre- and post-lesson activities
provided that they fulfil the function described above.
10.Materials/ References
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for
the Textbook-Based Lessons. Occasionally teachers are asked to source extra materials
such as, for example, pictures of the environment or paper for pupils to write on.
11.Differentiation Strategies
This column refers to section 3, Differentiation strategies for secondary pupils, which lists
eight strategies. It sometimes provides advice tailored around the lesson specifics and
expected challenges. Teachers should, however, consider the most suitable strategies for
differentiating learning with each of their own individual classes, based on the learning needs
of the pupils in those classes.

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

 I 1._____ (think) that identical twins are fascinating. They 2.______ (have) the same
DNA, but they…
 I 1. think/am thinking that identical twins are fascinating. They 2. have/are having the
same DNA, but they…
ii) For grammar analysis boxes where the use of a grammar form has to be completed or
matched to a reason , give the activity as it is to all pupils but give the correct answers to
less proficient pupils and add additional, clear examples that they match to the analysis.
Give more proficient pupils sentence writing, e.g. requiring them to write new sentences
based on the prompts a-d (habits, scientific facts, etc.) using the present simple.
iii) For activities involving filling in a table or categorising , add some items into the table in
advance for less proficient pupils but leave other pupils to do all the items themselves,
and add some additional items for more proficient pupils.
iv) For a standard writing activity, pupils write an email using the prompts provided but give
less proficient pupils a skeleton or an outline to help them organise their ideas. Ask more
proficient pupils to write responses to other proficient pupils’ emails.
Sometimes, you can also give different tasks to more proficient and less proficient groups of
pupils according to their needs and interests: see strategy 6 for more on this.
Another way to differentiate by task, if using the same task for the whole class, is to include
some open-ended items which allow for a large number of correct responses. This can vary
in terms of the amount pupils produce or the complexity of their answers.
Tasks might include:
 brainstorming lists
 creating mind maps
 thinking of examples
 playing games requiring personalised answers, e.g. about their families / favourite food
 doing a presentation of information
Open-ended discussion tasks (e.g. Tell me about life in cities and life in the country, or
What will happen next?) allow more proficient pupils to contribute with more unusual words,
more complex language, or more original ideas.
Project work is particularly good for differentiating tasks. You can give slightly different
tasks to less and more proficient pupils, e.g. a stronger group may be asked to create a
booklet and presentation on historical places in Malaysia; less proficient pupils might be
asked to create the same for one historical place. (See also additional ideas in Strategy 4).
Strategy 3: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
i) your own ‘teacher talk’ (e.g. ‘Look at the words in the box. Which one is a number?’)
ii) with gestures or mime
iii) utilising more proficient pupils to reinforce, e.g. you set an instruction or clarify a new
word - to check the instruction or reinforce the word, then choose a more proficient pupil
to repeat or explain again. This will encourage more proficient pupils to produce
language and add challenge for them and the repetition will also support less proficient
pupils.

iv) with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary),
v) with written words (e.g. written words on a worksheet to help pupils with spelling)
vi) when giving tasks, have two worksheets – add in a clarification of important and/or
difficult vocabulary in basic English or mother tongue.
vii) where pupils are doing project work, encourage more proficient pupils to do more, e.g.
research content themselves. Support less proficient pupils with input, e.g. give them
handouts of information to start using rather than expect them to find this themselves.
Different types and amount of support can be given to less proficient pupils, depending on
their needs, or can be used to provide extension challenge for more proficient pupils.
Strategy 4: Differentiate by the outcome expected from pupils
You may expect more language from some pupils, and less from others. The main aim is
that every pupil says or writes something, so that they feel successful. Four useful strategies
here are:
i. Compulsory plus optional
Here, you set pupils targets such as With your partner, write 2 sentences or more, or In
your group use two new words. The minimum target (2 sentences, 2 new words) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is
optional, and gives a chance for more proficient pupils to challenge themselves. Some
pupils will stop at the minimum target at first, but with more practice, they will soon get the
idea of going beyond the minimum target. This can be simple, e.g. ‘There are 10 true and
false questions for the reading. You have 5 minutes. You must do 5 questions – you can
choose any 5. If you have time you can do more.’ This will allow pupils to do more or less
and also to choose the questions they find easiest.
ii. Remember and share
If pupils are asked to remember and share, they have to tell you words or ideas they
learned in a previous lesson or task. (E.g. Look at the classroom objects on my table. In
one minute, I’ll cover them… Now, share with your group what you remember and then
tell me). This task allows all pupils to make successful contributions.
iii. Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well,
have a few extension questions to hand and ask them. Alternatively ask them to rewrite
sentences or think of their own additional questions to ask other more proficient pupils.
iv. Project outcome
If pupils are doing project work, encourage more proficient pupils to do more – either
produce a greater quantity of output or produce more complex outcomes. For example, if
pupils are doing a project on the environment, more proficient pupils can research and
produce a written report and do a class presentation; less proficient pupils can be given
materials to use for ideas and produce a short illustrated summary only.
Strategy 5: Differentiate by the time pupils are given to complete a task.
Some pupils need longer than others to complete tasks, especially when writing is involved.
When it’s appropriate, these pupils should be given a little more time to finish. Extension
tasks for pupils who complete the task early should also be provided (e.g. Write three more
sentences using the same new words; Label the picture in the textbook and check any you
don’t know in the dictionary; Talk with your friend in English: You choose what to talk about).

If pupils are doing group work, match fast finishers with other fast finishers to do additional
work, e.g. Think of three more questions and ask your new partner.
Rewarding fast finishers with something ‘fun’ to do (such as playing a game or using digital
applications) should be avoided, as this will encourage pupils to work quickly, rather than to
work carefully at their own speed. Extension tasks should extend and enrich learning.
Strategy 6: Differentiate by supporting individual learning preferences and needs
When appropriate, you can support preferences by letting pupils make choices about what
they do and how they do it. Sometimes, for example, pupils decide for themselves which
tasks they want to do (e.g. the type of writing task they complete or a revision game),
depending on the ways they prefer to learn or topics they find interesting.
Different pairings and groupings will allow pupils to work in different ways – you can
sometimes pair up pupils who can help and support each other (e.g. one who can write and
one who cannot yet write well) or who enjoy working together. It is good to avoid grouping
more proficient pupils and less proficient pupils together all the time. Vary the interactions as
this will allow all pupils to benefit from different dynamics. Sometimes you might want to mix
girls and boys, or have single-sex pairs/groups.
In some tasks, pupils can be assigned different roles to do, for example a group manager,
writer or artist. You should make sure to vary pairing and grouping over time.
You can support needs by setting individual tasks and targets for pupils based on
assessment. This works well for reading and writing work in particular. For example, you
might decide on a writing target for each child; if a pupil is not yet a proficient writer, you can
provide them with different tasks from those pupils who can already write effectively. If a few
pupils are proficient writers, they could be given extension tasks. For reading, pupils can be
encouraged to keep a reading log (including notes on what they have read, the content of
the text, whether they enjoyed it or not etc.). This works well as more proficient pupils can
include much more detail and record greater numbers of texts.
Strategy 7: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is very limited.
They often involve very short responses. Open questions usually have more possible
answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Why
did dinosaurs die? A disease or a natural disaster?) gives them a chance to produce
accurate answers, as they are usually easier to answer than open questions.
Asking open questions to more proficient pupils (e.g. What should we do if there was a
natural disaster like a flood?) provides extension challenge. As less proficient pupils grow in
confidence and competence, you can ask them more open questions. Sometimes there are
also good reasons for asking more proficient pupils easier questions, as this involves them in
the lesson and can help the pace of the lesson too.
Strategy 8: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback.
For example, if a pupil who is currently less proficient at writing has tried hard and produces
work with a number of misspellings, feedback can be given on what they did well, and only 1
– 3 misspellings of common or important words highlighted. The pupil should respond to this

feedback because the suggested improvement is achievable for them. If a more proficient
pupil writes well and makes 2 misspellings, you can tell them the lines in which the
misspellings are, and ask them to find and correct them.
You can use a correction code for written tasks, e.g. have a set of symbols or letters which
identify errors (T - mistake with tense; Sp - mistake with spelling, WW – mistake with word
choice etc.). More proficient pupils could use the correction key and find their errors. These
pupils should be able to respond to the extension challenge built into this feedback. The
same principle could also apply to giving feedback on pupils’ speaking.
Summary
It is extremely important that teachers are aware that a pupil’s proficiency in English is not
fixed and because a pupil is currently less proficient in English, this does not mean in any
way that this will remain true throughout a pupil’s secondary education. It is important that all
pupils are challenged and given equal opportunity to develop over time. There has been a
considerable amount of research recently into the subject of the ‘growth 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/

4. Glossary of terms in Form 5
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering the lesson. Teachers may find useful the following
explanations of important terms used in Learning Outlines.
Term in Form 5
Scheme of Work
Meaning
fast finishers Pupils who are able to work at a faster pace on a specific activity than the majority of pupils in a class. They are therefore ready
to move on to the next activity sooner than the majority of pupils.
peer-assessment Involving pupils in the process of assessment by asking pupils to give feedback to a peer on specific aspects of their learning,
such as a specific aspect of the quality of a piece of work. For example, when a pupil gives feedback to another pupil on an
aspect of their learning, the feedback takes the form of two things that were good (stars) and one area for improvement (wish).
post-lesson Activity at the end of a lesson to review and consolidate the learning.
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.
prior knowledge Knowledge and skills which pupils already have, possibly acquired from previous lessons or previous years.
probing questions Questions that aim to dig deeper than the surface (e.g. Is there a different way to say the same thing? / What would you say
instead (of…)? / Does anyone agree/disagree with that? Why?)
self-assessment Involving pupils in the process of assessment by asking pupils to self-assess specific aspects of their learning. For example,
learning diaries kept by pupils can reveal areas that need clarification or specific skills that need further development
talk partners Providing pupils with an opportunity to talk through their ideas with a partner or in a small group. When teachers give pupils time
to discuss their ideas with a partner or in a small group, they can assume that everyone in the class is ready to provide an
answer.
wait time The time given between asking a question and expecting a response to it.

Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of
terms used in the Content and Learning Standards.
Terms in Form 5 Curriculum
Framework
Meaning
Listening
Listening 1.1.1
Understand independently the main ideas
in extended texts on a wide range of
familiar topics and some unfamiliar topics
See also
 1.1.2
 1.1.3
 1.1.6
 1.2.1
 3.1.3
 4.1.5
For ‘extended texts’ definition in 3.1.1,
3.1.2, 3.1.5 go to the Reading section in this
glossary.
understand independently
Pupils who can understand the main ideas in extended texts independently can do so without any help from the
teacher or their peers.
extended texts
Extended texts for a B1 High learner are usually between 300-450 words. Extended listening texts that are above
B1 High and up to C1 level on the CEFR can be up to 600-650 words (which corresponds to the revised SPM test
design).
Teachers should use their own judgement on the length of extended texts, based on the level and interest of the
pupils they teach.
a wide range of familiar topics
The wide range of topics that pupils are exposed to in Form 5 means that this range has further increased in
comparison with Form 3 and Form 4. Familiar topics are topics that pupils know. Examples include the topics
covered in Form 3 Close Up B1 and Form 4 Full Blast Plus 4, such as society, nature, sport and entertainment.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different topics. Teachers
should use their own judgement here.
unfamiliar topics
Unfamiliar topics are topics which expand on a familiar topic or are new and unknown to pupils. They are topics
which have not been previously covered in Form 3 or Form 4 textbooks.
Listening 1.1.3
Recognise independently attitudes or
opinions in extended texts on a wide range
of familiar topics and some unfamiliar topics
recognise independently
Pupils who can recognise the attitudes or opinions given in texts on familiar and some less familiar topics without
any help from the teacher or their peers.

Listening 1.1.6
Understand independently longer more
complex narratives on a wide range of
longer more complex narratives
Longer more complex narratives are stories which are usually between 350-400 words. A more complex narrative
contains language and ideas that pupils find more challenging. Pupils may need to infer the meaning of unknown
words from the context. Information about characters, plot and setting may be implicit (implied rather than stated).
Teachers should use their own judgement on longer more complex narratives, based on the level and interest of
the pupils they teach.
Listening 1.2.1
Guess the meaning of unfamiliar words
from clues provided by other words and by
context on a wide range of familiar topics
and some unfamiliar topics
Also see
 3.1.3
Guess the meaning of unfamiliar words
At B1 High level, pupils are expected to guess the meaning of unfamiliar words AND simple phrases.
Listening 1.3.1
Recognise with little or no support typical
features at word, sentence and text
levels of a range of spoken genres
See also
 3.1.6
with little or no support
With no support means with no help. With little support means with minimum help from the teacher, a peer, or other
stimuli, such as the textbook or a reference resource, such as a dictionary.
features at word, sentence and text levels
Features at word, sentence and text levels refers to the organisation and uses of language at different levels: at a
word level means the choice of vocabulary and chunks (connected groups of words); at a sentence level refers to
the use of syntactical features and the ways sentences are constructed; at a text level looks at the ways in which
the text as a whole is structured and organised.
genres
Genres are distinctive text types. Spoken genres include: conversations, interviews, speeches, presentations,
debates, poems and songs.
a range of spoken genres
Form 5 pupils will listen to an increasing number of spoken genres suitable for their proficiency level. These include
discussions; radio reports; conversations; radio interviews; real-life scenarios and monologues.

Speaking
Speaking 2.1.1
Explain information on familiar topics from
diagrams, charts, tables, graphs or other
visuals
explain information
Pupils explain the main ideas presented in visual, non-verbal form using their own words.
diagrams, charts, tables, graphs or other visuals
Any visual, non-verbal form of communication suitable for B1 High level.
Speaking 2.1.2
Ask about and explain advantages and
disadvantages of
ideas
plans
arrangements
See also
 Writing 4.1.2
ask about
Pupils can ask about the advantages and disadvantages by using questions that invite sharing one’s thoughts
(e.g. What do you think about…?), finding solutions (e.g. What are some of the possible solutions for …?) and
listing the good and bad points (e.g. What are the advantages/disadvantages of …?).
explain advantages and disadvantages
Pupils give details to support what they think are the good points and bad points of ideas, plans or arrangements.
ideas, plans and arrangements
An idea is a thought or suggestion as to a possible course of action. A plan is what is intended (for the future), i.e.
we decide we want to go to the cinema on Friday; an arrangement is what is organised (for the future) i.e. we
agree to meet outside the cinema at 5pm.
Speaking 2.1.3
Explain and justify plans and ambitions
See also
 2.1.4
 2.1.5
justify
Give reasons or evidence to support explanation
plans and ambitions
Plans are what you intend to do; ambitions are what you want to achieve.
Speaking 2.1.4
Explain and justify the point of view of
classmates or others
point of view
An attitude or opinion on a matter.
others
Others’ point of view excludes pupils’ peers, and includes opinions expressed by non-classmates, such as
teachers, head teachers, parents, authors, speakers, etc.
Speaking 2.1.5
Explain and justify own feelings or those of
others
feelings
Feelings are an expression of what ideas and events provoke.

Speaking 2.2.1
Use formal and informal registers
appropriately in most familiar and some
unfamiliar contexts
See also
 Writing 4.2.4
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.
formal and informal registers
Register refers to style of speaking/writing according to the communicative purpose and social context.
Formal register is usually associated with situations that are serious or involve people who are older or with whom
the speaker/writer is not familiar. Formal register includes the language of politeness (qualifiers, softeners,
negative question forms) and passive structures. A formal register is common in presentations, applications,
reports, letters and formal emails.
Informal register is commonly used in situations that are relaxed or involve people well-known to the
speaker/writer. Informal register is characterised by contractions, relative clauses without a relative pronoun and
ellipses. It is common among siblings and friends and frequently used on social networks and informal emails.
most familiar contexts
Familiar contexts are communicative situations that pupils know. Examples include interactions that are related to
topics covered in Form 3 and Form 4, such as group discussions about different forms of entertainment or a
presentation about a researched topic.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts.
Teachers should use their own judgement here.
unfamiliar contexts
Unfamiliar contexts are communicative situations that expand on familiar contexts or that are new and unknown to
pupils. Examples include discussions on the advantages and disadvantages of an idea before making a final group
decision; expressing an opinion you are unsure about; giving an opinion about international news.
Speaking 2.3.1
Keep interaction going in discourse-level
exchanges by paraphrasing and
rephrasing appropriately
interaction
The interchange of communication where pupils respond to each other’s comments and ideas
discourse-level exchanges
Communication or discussion in a communicative situation that pupils are familiar with (e.g. a two-way
conversation about plans for the weekend; a group discussion about how to make the school more
environmentally friendly; a class debate about the advantages and disadvantages of doing team sports).
paraphrasing and rephrasing appropriately
Pupils are able to explain and repeat back the same information or ideas expressed using different wording to
show their understanding.

Reading
Reading 3.1.1
Understand the main points in extended
texts on a wide range of familiar topics and
some unfamiliar topics
See also
 Reading 3.1.2
 Reading 3.1.5
extended texts
Extended texts for a B1 High learner are usually between 300-450 words. Extended reading texts that are above
B1 High and up to B2 level on the CEFR range between 650-700 words (which corresponds to the revised SPM
test design).
Teachers should use their own judgement on the length of extended texts, based on the level and interest of the
pupils they teach.
Reading 3.1.4
Use independently a range of familiar print
and digital resources and some unfamiliar
resources to check meaning and extend
understanding
a range
The range of familiar print and digital resources that pupils use in Form 5 is increased in comparison with Form 4.
unfamiliar resources
A text which expands on a familiar topic or is of a different topic to those covered in Form 4 so far (or in Form 3).
Reading 3.1.6
Recognise with little or no support typical
features at word, sentence and text levels of
a wide range of genres
genres
Genres are distinctive text types. Written genres include: articles, adverts, blog posts, brochures, leaflets, news
reports, recipes, song lyrics, stories and text messages.
a wide range of genres
Pupils are expected to be able to link with little or no support the reading texts they will come across (at word,
sentence and text levels) in Form 5 with a range of different text types that are wider than the range in previous
grades. The range of texts is listed in the Syllabus and Scheme of Works and includes the texts in Form 5 textbook
and the Literature Component textbook.
Reading 3.2.1
Read a variety of suitable print and digital
texts to investigate and analyse global
issues
investigate and analyse global issues
Pupils take an interest in what is happening around the world and expand their knowledge by further reading about
events and happenings of international importance, which are current and relevant, for example a newspaper or
articles in print or on the internet. Such readings support researching specific topics and examining information,
attitudes and judgements.
Writing
Writing 4.1.1
Explain and evaluate
(i) visual
(ii) read
(iii) heard information
explain and evaluate (i) visual (ii) read (iii) heard information
Pupils can explain and form a judgement about information and ideas that they see, read or hear.

4.1.3
Explain the main points for and against
an idea or argument
Explain the main points for and against an idea or argument
Provide details to explain the writer’s point of view about an idea or argument to help the reader understand why
the writer is for or against them.
Writing 4.1.4
Express and respond to real or imagined
opinions and feelings
real or imagined
The opinions and feelings of real people, for example pupils in the class, or the opinions and feelings expressed by
fictional people, such as characters in a narrative.
Writing 4.1.5
Organise, sequence and develop ideas
within a text of several paragraphs on
within a text of several paragraphs
Write a text made up of a few paragraphs. The number of paragraphs is not fixed, however, based on the number
of words expected at B1 High level (for writing: 140-190 for average proficiency and up to 250 for high proficiency),
the number of paragraphs is likely to be around five on average,
Writing 4.2.1
Punctuate written work on a range of text
types with reasonable accuracy
See also
 Writing 4.2.2
reasonable accuracy
Reasonable accuracy means that punctuation in written work is mostly accurate, but contains occasional mistakes.
Mistakes do not impede communication. Such mistakes are typical of B1 High learners.
Writing 4.2.3
Produce a plan or draft and modify this
appropriately independently
plan or draft
A plan of a written text is usually an outline of the main points and sections of a text done in the preparation phase.
A draft is an early version of the text that requires revision and possibly some corrections.
modify this appropriately independently
Pupils who can modify a plan or draft appropriately independently know what to look for in their written work (for
example, spelling, grammar and punctuation errors, as well as the structure of the text and the ideas the pupil is
communicating) in order to improve their work without needing feedback from the teacher or peers. The result is a
second draft of their work that is easier to understand and which contains fewer language errors and clearer ideas
than the first draft.
Writing 4.2.4
Use formal and informal registers appropriate
to the target audience in most familiar and
some unfamiliar situations
target audience in most familiar and some unfamiliar situations
The target audience for written texts is the expected reader whom the text is meant to address. When pupils write
an email they should think about whom they are writing for, i.e. their target audience. They should consider what
the reader expects to read in terms of the genre (e.g. email, story), text format (e.g. beginning and end) and
content (e.g. thriller story, invitation).
Pupils are expected to write about familiar situations (e.g. holiday, reply to invitation) and address an audience
they are already familiar with (family, friends, teachers) and some unfamiliar situations (e.g. an article for a

magazine, a formal letter of application) and address an audience that is new or unknown (the readers of a
magazine, a potential employer).
However, pupils in rural or remote areas and pupils who live in cities may be familiar or unfamiliar with different
contexts. Teachers should use their own judgement here.
Literature in Action
Literature in Action 5.1.1
Explain in detail the feelings and opinions a
text provokes in them
in detail
In detail means pupils can give a full and thorough explanation of how a text makes them feel and the opinions
they have regarding it.
Compare and contrast the way in which
different literary extracts treat the same
theme
different literary extracts treat the same theme
Pupils are expected to be able to compare and contrast how writers approach a theme differently. For example,
one writer might present the themes of love, kindness, compassion and perseverance differently to another writer,
therefore allowing pupils to compare and contrast.
Evaluate and explain in detail stylistic
features an author uses to show character,
events or place
evaluate and explain in detail
Describe in detail what stylistic features are used by an author to show character, events or place and say how
successful these features are.
stylistic features
Stylistic features are the ways in which words and sentences are arranged and how they affect meaning. Stylistic
features can distinguish the work of individual authors. Particular text types are associated with the use of
particular stylistic features, for example, alliteration is commonly associated with poetry.
Respond imaginatively and intelligibly
through live performance of stage plays
live performance of stage plays
Pupils are able to portray a particular character by depicting movement, mannerisms, reaction to other characters
and situations and/or the way the character speaks.

5. Scheme of Work: Lessons 1–112
Unit 1
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 1)
WEEK:
__
LESSON 1 (Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
TOPIC: It’s Personal! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to family members; collocations and expressions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS/REFERE
NCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information,
ideas, opinions
and feelings
intelligibly on
familiar topics
Main Skill
Reading 3.1.1
Understand the
main points in
extended texts on
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Pre-lesson
Activate pupils’ prior knowledge in this lesson by writing on the
whiteboard: adoptive family, blended family, extended family, single-
parent family and traditional family. Ask pupils to discuss in pairs what
they think these terms mean. When ready, share pupils’ ideas as a
class. Complete Activity 1, p5. See the Teacher’s Book for detailed
guidance.
Lesson delivery
This lesson focuses on Activities 1–3. Activities 1–2 focus on
developing the complementary skill. Activity 3 with additional
questions (see below) focus on developing the main skill. See the
Teacher’s Book for detailed guidance.
To achieve the main skill, begin Activity 3 by giving pupils at least
three open-ended questions (i.e. Wh questions) that focus on the
main points in the text. This will help pupils understand what the text
is about, which in turn will aid them when selecting the text title.
In order to focus on the complementary skill, extend the speaking
activity by asking pupils to explain how they feel about doing these
and other household chores. Do they enjoy doing household chores?
Do they feel it is their duty to help their parents with household
chores? Why/Why not?
Post-lesson
Put pupils in small groups to discuss the topic in the extension activity
on the bottom of p10 in the Teacher’s Book. Monitor and help with
vocabulary if necessary, but do not interrupt fluency. Make a note of
English Download
Student’s Book, p5–6
Teacher’s Book, p8–10
Support can be given to less
proficient pupils depending on
their needs, such as by
providing vocabulary to use in
the speaking activity, or
sentence starters.
Challenge more proficient
pupils by asking them to
come up with a summary
sentence/phrase for each of
the four paragraphs. (For
example: who should do the
chores at home/why teens
don’t do chores/Jessica
decides enough is
enough/why Jessica didn’t
ask for help sooner).
For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

any mistakes to go over with the class after the discussion. When
pupils are ready, share their ideas as a whole class.
Note: By the end of this unit, ensure that Vocabulary sections in the
textbook are completed. These activities can be divided into smaller,
more manageable chunks, i.e. one or two activities at a time. Choose
which days to give homework depending on what best suits the
lessons and pupils’ needs.

WEEK:
__ LESSON 2 (Reading 2) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
related to household chores; collocations and
expressions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
feelings intelligibly
on familiar topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics.
Complementary
Skill
Speaking 2.1.3
Explain and justify
plans and ambitions
Pre-lesson
Activate pupils’ prior knowledge in this lesson by asking them to
express their opinions about helping their parents with household
chores.
Lesson delivery
This lesson focuses on Activities 4–6. Activity 4 focuses on
developing the main skill, and Activity 5 provides further practice.
See the Teacher’s Book for detailed guidance.
In order to focus on the complementary skill, extend the speaking
activity in Activity 6. Tell pupils to work in pairs and imagine they
share a flat. One of them has a birthday the next day and they have
invited a group of friends to come to the flat to celebrate. They must
make a plan of everything they need to do, including household
chores, food preparation and decorations etc. When they have
completed their plan, they should discuss the list of chores and
decide who does what, when and why.
Post-lesson
Ask pupils to review their learning in the lesson by getting them to
identify with their talk partner(s) at least one new word or expression
that they have learned in relation to the reading text topic. When
pupils are ready, collect and share words/expressions as a whole
class.
English Download
Teacher’s Book, p9–
10
providing them with a simple
definition of each of the
expressions in Activity 5 (e.g.
put your feet up means have
some rest). Show pupils how to
use the context of the article
and the sentences to match the
definition to the correct
expression.
For the speaking activity,
provide relevant vocabulary to
use describing different
household chores and
sentence starters such as ‘If
you ………… then I
will…………..’.
appropriate strategy/strategies
based on the needs of the
pupils.

WEEK:
__ LESSON 3 (Language Awareness 1) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
TOPIC: It’s Personal! CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: present simple;
present continuous; stative verbs; relative clauses
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
This is a
grammar-
focused lesson
so listening,
speaking,
reading and
writing skills are
not explicitly
covered
Main Skill
This is a
grammar-
focused lesson
so listening,
speaking,
reading and
writing skills are
not explicitly
covered
Pre-lesson
Activate pupils’ prior knowledge in this lesson by asking questions to pupils
(or write questions on the board) to elicit responses using either the present
simple or present continuous. Ask pupils to explain why the present simple
or present continuous is used. Elicit the different uses of present simple
and present continuous. Ask pupils if they remember what stative verbs
are. Ask pupils to think of examples of stative verbs. Ensure pupils have
appropriate wait time and/or opportunities to discuss their responses with
talk partners. When ready, share pupils’ ideas with the class.
Lesson delivery
This lesson focuses on present simple vs present continuous and
relative clauses. See the Teacher’s Book for detailed guidance.
Note that pupils have encountered the present simple and present
continuous in Form 2, Form 3 and Form 4 so they should be able to
complete these activities relatively quickly. For Activities 2 and 3, p9, give
pupils the opportunity to check and discuss their answers in small groups
before collecting responses. For Activity 4, ask pupils to complete the
activity individually. Monitor and use this opportunity to note who is
competent in using the present tenses and who needs further practice.
Move on to relative clauses activities, p11. For Activity 2, give pupils the
opportunity to check and discuss their answers in small groups before
collecting responses. For Activity 3 ask pupils to complete it individually.
Monitor and use this opportunity to note who is competent in using relative
clauses and who needs further practice. You may need to ask pupils to
complete Activity 3, p11 as homework if time in the lesson is too short.
Post-lesson
Ask pupils to review their learning in this lesson by working in pairs and
making their own sentences using relative clauses. Put a list of relative
clauses on the board. When ready, ask pupils to share their ideas with the
class.
English Download
Student’s Book,
p9 and p11
Teacher’s Book,
p11–13
Organise talk partners or
grouping so that a more
proficient pupil can help and
support a less proficient pupil.
pupils by asking them to write
their own paragraph about a
topic (i.e. the plot of a film they
like). Put a list of relative
pronouns on the board and see
who can use the most relative
pronouns correctly in their
paragraph. Ask pupils to write
out the paragraph again, this
time with gaps where the
relative pronouns should go.
Ask pupils to swap paragraphs
and see if they can fill all the
gaps with the correct relative
pronouns.
In the post-lesson you can
include some more challenging
relative clauses which use
prepositions (such as ‘for
which’ and ‘to whom’) in the list
for more proficient pupils.
pupils.

WEEK:
__ LESSON 4 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
related to admirable qualities in people
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.3
Recognise
independently
attitudes or opinions
in extended texts on
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
the point of view of
classmates or
others
Pre-lesson
Activate pupils’ prior knowledge in this lesson by asking them to look
at Activity 1. First let pupils work alone and then discuss their
answers in pairs. When ready, ask pupils to share their answers
with the class. Put pupils in pairs, give each pair two phrases from
Activity 1 and ask them to put them in sentences. When ready, ask
pupils to share their sentences with the class. If you come across
the wrong phrase usage, encourage pupils to self- and peer-correct.
Lesson delivery
This lesson focuses on Activities 2 and 3. Activity 3 focuses on
developing the main skill. An extension of Activity 2 focuses on
developing the complementary skill. In order to focus on the
complementary skill, first ask pupils to complete Activity 2 alone and
then to explain their answers to a partner. When ready, ask each
pupil to find another partner. Pupils then explain to their new partner
which qualities their previous partner found admirable and why.
Read Download Box and do Activity 3. See the Teacher’s Book for
detailed guidance.
Post-lesson
Have a class discussion. Ask pupils which of the listed qualities they
find most admirable and why? Are there any other qualities they
think are admirable which are not listed? What qualities do they
admire most in their friends? If they could be given any one quality,
what would it be?
English Download
Student’s Book, p12
14
Make a note for yourself to
follow up with pupils who
appear less proficient during
the pre-lesson activity.
To support less confident
pupils in Activity 3, pause the
listening track at selected
intervals to allow thinking
time.
create a list of abstract nouns
(such as patience, courage in
Activity 2) and deciding
whether they describe
good/admirable qualities or
bad/less admirable qualities.
appropriate

WEEK:
__ LESSON 5 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
related to giving advice; explaining advantages and
disadvantages
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of ideas, plans,
arrangements
Complementary
Skill
Speaking 2.1.4
Explain and justify
classmates or
others
Pre-lesson
Activate pupils’ prior knowledge in this lesson by asking them to look
at Activity 1. See the Teacher’s Book for detailed guidance.
Lesson delivery
This lesson focuses on Activities 2–4 and an extension activity.
Activity 2 provides pupils with phrases that can be used in the
activities which follow. Activities 3–4 focus on developing the main
skill. An extension to Activity 4 focuses on developing the
complementary skill. Pupils work through activities 2–3 including the
Download Box. See the Teacher’s Book for detailed guidance.
Ask pupils to complete Activity 4 in pairs. When they finish, ask
Student B to be ready to explain and justify to another pair the
advice that Student A gave them. Remind pupils that this activity is
not about whether they agree or disagree with Student A’s advice,
rather it is about being able to explain and justify someone else’s
viewpoint. Monitor and help with vocabulary, but do not interrupt
fluency. Make a note of any mistakes to go over with the class after
the activity.
Post-lesson
Get pupils to review their learning in this lesson by asking them to
complete Activity 5. See the Teacher’s Book for detailed guidance.
English Download
Student’s Book, p13,
p188, and p191 (for
Student A and B
respectively)
Teacher’s Book, p14-
15
providing them with cards with
the polite sentence openers
from Activity 2 or the Language
bank so they can use these in
their dialogue without having to
refer back to the Student’s
Book.
pupils by asking them to come
up with a completely different
scenario, i.e. a problem with
two possible solutions both with
advantages and
disadvantages.
pupils.

SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 1)
WEEK:
TOPIC: Using formal register CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Formal language;
words/phrases related to: leisure time, likes/dislikes
feelings (e.g. fear, excitement), celebrations
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.2
Use register
appropriately
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar and
some unfamiliar
contexts
Complementary
Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’
needs/interests and that will review language and/or vocabulary and
prepare the pupils for the lesson.
Lesson delivery
This lesson focuses on speaking activities. The speaking activities
focus on the main skill (i.e. use of appropriate register). The final
speaking activity (pupils’ feelings about past speaking tests) focuses
on the complementary skill.
Ask pupils to work in pairs and discuss the following question: What is
the appropriate register to use when speaking to an examiner in a
speaking test? Why? Allow pupils to discuss in pairs or small groups.
For example, respectful, quite formal – but not too formal, articulate,
fluent, coherent, no slang/colloquial language, etc.
Ask pupils to work in pairs: A and B. Pupil A takes on the role of the
examiner to ask two questions from the likes and dislikes. For
exemplar questions, see Part 1 Speaking from Sample Paper 1
(available on www.cambridgeenglish.org/exams-and-
tests/first/preparation/). Pupil B answers the questions. The pairs then
swap roles. Pupil B asks two questions from the remaining questions
and Pupil A answers. Monitor carefully, focusing on the
appropriateness of register, but do not intervene. Make a note of any
errors, register use or any particular successful responses and go
over these with the class afterwards. Use questions from the special
occasion section if there is time.
At the end of the role play rounds, ask pupils to explain in pairs or
small groups the feelings they experienced in previous speaking tests.
Select a few pupils to share with the rest of the class their feelings
about past speaking tests and encourage the class to ask them to
List of questions
about likes and
dislikes and special
occasions. See Part 1
Speaking from
Sample Paper 1 for
examples, or use
other sources or
teacher’s own
materials provided
they meet the
learning standards for
this lesson.
Give new rounds of questions
to pairs that are proficient and
give feedback to the pairs
that need support then ask
them to repeat their role play.
Plan additional speaking
activities in case your pupils
complete all the role play
rounds if there is still time.
appropriate

justify these feelings. Ensure this activity is done as it focuses on the
complementary skill.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit
card about the speaking activities: ‘what they were able to do well in
the activities?’ and ‘what they found particularly challenging about the
activities?’ Collect the cards and use them for planning subsequent
lessons.

WEEK:
__ LESSON 7 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
related to leisure time; adverbs describing routine
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Reading 3.1
Understand a
variety of texts
by using a range
of appropriate
reading
strategies
to construct
meaning
Main Skill
Writing 4.2.3
Produce a plan or
draft and modify
this appropriately
independently
Complementary
Skill
Reading 3.1.6
Recognise with
little or no support
typical features at
word, sentence
and text levels of
a wide range of
genres
Pre-lesson
Get pupils to review their learning in the unit so far by asking them to
explain which famous person they most admire. Tell them it can be
anybody (i.e. a sports person, politician, ruler, writer, artist) and the
person can be from the past or living now. They should explain why they
admire this person. Allow pupils time to discuss their ideas in small
groups before sharing their responses with the class.
Lesson delivery
This lesson focuses on Activities 1–4. An extension to Activity 2
focuses on the main skill. Activities 1–4 help prepare pupils to produce a
plan and a rough draft, therefore also supporting the main skill. Ask about
the typical features of informal emails in order to focus on the
complementary skill. See the Teacher’s Book for detailed guidance.
First complete Activity 1. Ask pupils if they think the email is formal or
informal and justify their answers. Pupils should identify the typical
features of informal emails (e.g. no address at the beginning, informal
greeting (‘Hi’) or no greeting, informal language like ‘can you’, use of
contractions, exclamation marks). Complete Activity 2 and ask pupils to
explain why the second email is informal. To focus on the main skill,
extend Activity 2 by asking pupils to make a plan of an informal email
they would write in reply to the email in Activity 2. Then ask pupils to use
this plan to write a rough draft of their reply (make sure pupils are not
distracted by the email in Activity 3). The drafts are expected to be simple
and incomplete at this stage. After completing Activities 3 and 4, ask
pupils to modify their rough draft by making sure that they have used
separate paragraphs for each new topic in their emails.
Post-lesson
Ask pupils to work in groups and discuss the easiest and most
challenging part of creating a plan. Allow them a few minutes to exchange
their opinions. Monitor and make a note of their feedback so you can plan
support in future writing lessons.
English Download
Student’s Book,
p14–15
Teacher’s Book,
p15
Allow more proficient pupils to work
on the activities independently.
Ensure less proficient pupils focus
on the planning stage and can start
drafting as homework if necessary.
proficient pupils during Activities 1
and 2 by making them teacher-led
activities. Talk through the seven
points, eliciting answers and asking
pupils to give explanations for their
answers. Do the same for Activity 2.
If pupils need support with ideas,
you can help them create a mind
map of different activities that
Malaysian teenagers do at home on
the whiteboard.
Pupils can use the email in Activity
3 to modify their plans.
Challenge more proficient pupils by
asking them to write a more detailed
rough draft of what teenagers do in
Malaysia in their free time (Activity
2) using up to 250 words.
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

WEEK:
TOPIC: It’s Personal! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Present Simple and
present continuous to talk about daily routine and leisure
time activities; informal connectives; email language
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
intelligibly through
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
and some unfamiliar
topics
Complementary
Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar and
some unfamiliar
situations
Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’ needs/interests
and that will review language and/or vocabulary and prepare the pupils for
the lesson.
Lesson delivery
This lesson focuses on Activities 5–7. Activities 5–7 focus on the main
skill. Activity 7 also focuses on the complementary skill. See the Teacher’s
Book for detailed guidance.
Ask pupils to prepare their plans first, as they did in the previous lesson.
Remind pupils they are emailing a friend so they should use an informal
register. Monitor as pupils write their emails and help where necessary, but
do not over-correct grammatical or spelling errors because this is first draft
stage. Keep the focus on meaning. Make a note of any mistakes or
successes, focusing particularly on use of connectives to link ideas and the
use of an informal register. Go over these with the class afterwards.
As homework, ask pupils to complete the final draft of their email at home
and bring their email to you to give individual feedback.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit card:
‘what went well in your writing?’ and ‘your writing would have been even
better if…’ Collect the cards and use them for planning subsequent lessons.
English
Download
Student’s Book,
p15
Teacher’s Book,
p16
In the writing activity, allow
less proficient pupils to write
only three paragraphs.
Monitor to check that they
are using connectives to
link their ideas and the
appropriate register.
write a more detailed
account of their family
routine and how they spend
their leisure time together.
Ask them to use 200–250
words.
strategies, please refer to
the provided list of
differentiation strategies
and select appropriate
strategy/strategies based
on the needs of the pupils.

WEEK:
__ LESSON 9 (Literature in Action 1) MAIN SKILL FOCUS: Literature in Action THEME: Teacher to select
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to
select
LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.1
Explain in detail the
feelings and
opinions a text
provokes in them
Teachers will develop their own lesson using materials from the
Literature Component books.
Teachers should ensure that their lesson covers the Literature in
Action Content and Learning Standard specified for this lesson.
Teacher to select For differentiation strategies,
please refer to the provided
list of differentiation strategies

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 1)
WEEK:
__ LESSON 10 (Revision 1) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
their pupils’ needs
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Teachers can either develop their own lesson based on the needs of
their pupils or use this lesson to go over pupils’ writing and improve
their work from the previous lesson.
Teacher to select from
English Download or
other resources.
For differentiation strategies,

Unit 2
WEEK:
__
TOPIC: Life’s Great Mysteries CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to mystery and intrigue, collocations and
expressions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Reading 3.1.5
Recognise
independently the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.4.1
Explain the main
points of an idea or
argument
Pre-lesson
Activate prior knowledge in this lesson by writing Area 51, Teotihuacan
and The Bermuda Triangle on the whiteboard. Ask if anyone knows
anything about these three places. When ready, collect pupils’ ideas. Ask
pupils to complete activity 2, p17 of the Student’s Book. See the
Teacher’s Book for detailed guidance. Alternatively, choose an
appropriate pre-lesson activity that suits pupils’ needs/interests, which will
review language and/or vocabulary and prepare the pupils for the lesson.
Lesson delivery
developing the complementary skill. Activity 3, with an extension activity,
focuses on developing the main skill. See the Teacher’s Book for detailed
guidance.
Ask pupils to read the words in Activity 1 and explain any words they do
not understand. In order to focus on the complementary skill, put pupil’s
in groups of four. Ask pupils to take turns to explain and justify their
answers in Activity 1. If they do not believe in any of the creatures, then
ask them to justify this opinion. In the same groups of four ask pupils to
complete Activity 2 together. When ready, split pupils into new pairs. Ask
pupils to explain to their new partner the ideas of their previous group for
Activity 2.
To focus on the main skill, first read the instructions to Activity 3 with the
class. Then write on the whiteboard: What is the writer’s attitude towards
Sarah Winchester? What is the writer’s attitude towards Winchester
Mystery House?
Ask pupils to skim read ‘A house of mystery’ to answer the question in
Activity 3 and the questions on the whiteboard. Ask them to find evidence
English Download
and p19
Teacher’s Book,
p18–20
Support can be given to
less proficient pupils
depending on their needs,
such as by putting them in a
small group and reading the
text together. While reading,
stop at relevant places and
ask questions to help pupils
identify the writer’s opinions
as opposed to facts.

in the text to support their answers. Allow pupils to check their answers in
pairs before checking as a class.
Answer: The writer thinks Sarah Winchester was strange/eccentric.
Evidence: she never slept in the same room/she communicated with
good spirits/she had special robes to talk to the spirits/she asked for
construction guidance
The writer thinks Winchester Mystery House makes a fascinating
story/might be haunted/that it was strange.
Evidence: a staircase to a ceiling/doors opening to walls/secret
passageways
Post-lesson
Choose a post-lesson activity that summarises pupils learning in this
lesson. For example, have a discussion about haunted houses. Do pupils
believe the Winchester Mystery House was really haunted by spirits or
was Sarah Winchester imagining ghosts?
which days to give homework depending on what best suits the lessons
and pupils’ needs.

WEEK:
TOPIC: Life’s Great Mysteries CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases related to
mystery and intrigue; answering multiple choice questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Pre-lesson
Ask pupils to discuss the questions in Let’s talk about it!, p19
Teacher’s Book. Allow pupils to discuss their ideas in groups before
opening up the discussion as a class.
Lesson delivery
developing the main skill. Activity 6 focuses on developing the
complementary skill. Ask pupils to read through the Download Box
and work through Activities 4, 5 and 6. See the Teacher’s Book for
detailed guidance.
Post-lesson
Complete Extension Activity at the bottom of p20 Teacher’s Book in
groups of four or five. If possible, get the groups to sit in a circle.
Give each pupil in the group a piece of A4 paper with the opening
line and follow the instructions in the Teacher’s Book. Alternatively,
you may find it easier to complete the activity orally, i.e. read out
loud the opening line and then ask the pupils to take it in turns to
add a line or two to the story before passing it on to the person next
to them to continue.
English Download
Student’s Book, p18–
19
20
providing vocabulary to use in
the speaking activity. In the
reading activity narrow the
options for each question to
two or three possible
answers.
Monitor carefully and help
pupils to locate the relevant
information that will reveal the
correct answers for Activity 5.
Allow pupils to use a
dictionary if they struggle to
find the meaning by context.
appropriate

WEEK:
TOPIC: Life’s Great Mysteries CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Past simple, past
continuous; used to, would, be/get used to
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-
focused
lesson so
listening,
speaking,
reading and
writing skills
are not
explicitly
covered
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
Pre-lesson
Ask questions to pupils (or write questions on the board) to elicit responses
using either the past simple or past continuous (sometimes called
progressive). Ensure pupils have appropriate wait time and/or opportunities
to discuss their responses with talk partners. Alternatively, play a game which
reviews the uses of present simple vs present continuous or revises stative
verbs (e.g. hate, like, seem, understand, see, need, believe, imagine, know)
which do not usually take the continuous form.
Lesson delivery
This lesson focuses on past simple vs past continuous and used to,
would, be/get used to. See the Teacher’s Book for detailed guidance. Note
that pupils have encountered the past simple and past continuous in Form 2,
Form 3 and Form 4 so they should be able to complete these activities
relatively quickly. For Activity 3, p21, give pupils the opportunity to check and
discuss their answers in small groups before collecting responses. For
Activity 4 ask pupils to complete the activity individually. Monitor and use this
opportunity to note who is competent in using the past tenses and who needs
further practice.
Move on to p23 and the difference in meaning of used to/would and be/get
used to something. For Activity 3 give pupils the opportunity to check and
discuss their answers in small groups before collecting responses. For
Activities 4 and 5 ask pupils to complete them individually. Monitor and use
this opportunity to note who is competent in using used to/would and be/get
used to something and who needs further practice. You may need to ask
pupils to complete Activities 4 and/or 5, p23 as homework if time in the
lesson is too short.
Post-lesson
Ask pupils to review their learning in this lesson by doing the extension
activity on p23 in the Teacher’s Book.
English Download
Student’s Book,
p21, p23
Teacher’s Book,
p21, p23
a paragraph using used
to/would/be/get used to. Tell
pupils to imagine they have
left Malaysia to live in another
country that is very different
culturally. Ask pupils to swap
paragraphs with a partner to
check for any mistakes of the
targeted grammar.
appropriate

WEEK:
related to the legend of Robin Hood
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening 1.2
Use appropriate
listening
strategies in a
variety of contexts
Main Skill
Listening 1.1.2
Understand
independently
specific information
and details in
extended texts on a
wide range of
familiar topics
and some unfamiliar
topics
Complementary
Skill
Listening 1.2.1
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a wide
range of familiar
topics and some
unfamiliar topics
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to
work in small groups to list as many heroes/heroines from Malaysian
legends/folk tales that they can think of. Then ask them to decide
who is the greatest hero/heroine from the list and why.
Lesson delivery
This lesson focuses on Activities 1–3. Activities 1-3 focus on
developing the main skill. Activity 2 also focuses on developing the
complementary skill. Please note that Activity 2 focuses on teaching
pupils the skill of using known clues, words and context (i.e. the
information they have in the questions and understanding the sort of
answer being asked for) to work out the meaning of what might be
the unfamiliar words or simple phrases they hear in the audio text
(see the glossary for an explanation for the terms in Listening 1.2.1).
Introduce Robin Hood who is a character from an English legend.
Work through activities 1–3. See the Teacher’s Book for detailed
guidance.
Post-lesson
Assess pupils’ ability to understand specific details of the listening
text by reading the statements you prepared before the lesson and
asking pupils to say if the statements are true or false (see
materials). You may need to play the audio again.
English Download
24
A list of true and false
statements written
using the audio
transcript of the Robin
Hood listening text on
p139, Teacher’s Book.
providing some of the
answers to the listening task
on a paper. Pupils need to
listen and can add the correct
answer to the appropriate
gap.
appropriate

WEEK:
TOPIC: Life’s Great Mysteries CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of
expressing advantages and disadvantages; comparative
and superlative forms
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.3
Use appropriate
communication
strategies
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.3.1
Keep interaction
going in discourse-
level exchanges by
paraphrasing and
rephrasing
appropriately
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to look
at Activity 1. First let pupils work in pairs and then discuss their ideas
in small groups.
Lesson delivery
This lesson focuses on Activities 2 and 3. Activities 2 and 3 focus
on developing the main skill. Activity 3 also focuses on developing the
complementary skill. Complete Activity 2. See the Teacher’s Book for
detailed guidance. Read the instructions to Activity 3.
Explain that Activity 3 is similar to speaking exam tasks. Pupils are
tested on their ability to keep interaction going by paraphrasing and
rephrasing what their talking partner has said and adding their own
ideas. Tell pupils to use the language from Activity 2 as a starting
point but extend the examples so that pupils are paraphrasing and
rephrasing each other’s ideas before adding their own to their plans
(thus addressing the complementary skill). Mirror how to do this. i.e.
‘So you think………….? Is that right? That’s good but I think I would
prefer…….’ Put pupils in a new pair and tell them to use their rough
drafts to help them come up with new ideas. Monitor and help with
phrases and grammar if necessary but do not interrupt fluency. Make
a note of any mistakes or successes to go over with the class after the
speaking activity.
Post-lesson
Ask pupils to review their learning in this lesson by having a class
discussion to decide which the best way is to research a local
mystery.
English Download
Teacher’s Book,
p24-25
providing them with cards with
the appropriate language
mirrored in the lesson and the
language of comparative and
superlative forms from Activity
2 or the Language Bank so
they can use these in their
dialogue without having to
Book.
For the writing activity, provide
less proficient pupils with a list
of relevant advantages and
disadvantages to add to some
of the ideas in Activity 3 and
allow them to do the same for
the remaining ideas.
pupils.

WEEK:
related to expressing opinions/preference
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Complementary
Skill
Listening 1.1.3
Recognise
independently
a wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Activate prior knowledge in this lesson by reviewing the topic or new
vocabulary introduced in the unit.
Lesson delivery
This lesson focuses on a listening activity. Teachers can use a
listening activity from the following site:
https://www.cambridgeenglish.org/exams-and-tests/first/preparation/
Part 3 of the Speaking Paper from Sample Paper 1. This activity
focuses on developing the main skill. Part 3 of the Listening Paper
from Sample Test Paper 1 focuses on developing the
complementary skill.
To fully achieve the main skill, copy the instructions and the mind
map labelled Task 21 (from Part 3 of the Speaking Paper, Sample
Test Paper 1) onto the whiteboard or show it on a screen. Instead of
working in pairs (as pupils would in exam conditions) ask pupils to
work in groups of four to discuss all the different options for
attracting tourists to the town. When finished regroup pupils into new
groups of four. In their new groups, pupils take turns to explain the
ideas their original group came up with in the discussion. For the
listening activity, remind pupils they completed a similar listening
task in Unit 1.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson.
Part 3 of the Speaking
Paper and Part 3 of the
Listening Paper from
Sample Paper 1.

WEEK:
TOPIC: Life’s Great Mysteries CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: The conventions of
story writing; words/phrases describing feelings
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.1.4
Express and
respond to real or
imagined opinions
and feelings
Complementary
Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to
complete Activities 1–2 in pairs. See the Teacher’s Book for
detailed guidance.
Lesson delivery
developing the complementary skill. Activity 7 focuses on
developing the main skill. To fully focus on the complementary
skill, ask pupils to describe how each of the senses aroused by
being on the beach makes them feel and to justify their ideas for
each of the senses to their partner. Complete Activity 7. See the
Teacher’s Book for detailed guidance.
If possible, monitor the rough draft of each pupil. If time is limited
then monitor those pupils who need the most help. If necessary,
allow pupils to complete the final draft of their articles for
homework.
Post-lesson
Ask pupils to review their learning in this lesson by completing an
exit card: ‘what went well in your writing?’ and ‘your writing would
have been even better if…’ Collect the cards and use them for
planning subsequent lessons.
English Download
Student’s Book,
p26–27
Teacher’s Book,
p25
Allow more proficient pupils to work
on the activities independently.
proficient pupils during Activities 1
and 2 by giving them a list of
definitions of the adverbs in Activity
1 and adjectives in Activity 2 to
help them chose the correct word
to fill the gaps. In the writing
activity, allow less proficient pupils
to write only three paragraphs i.e. a
beginning a middle and an end.
Monitor to check that they are
using time expressions, adjectives
of feeling, and words describing
feelings (see Language Bank) to
make their narratives more
interesting.
asking them to write a more
detailed narrative. Tell them to use
200–250 words.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.2
Compare and
contrast the way in
which different
literary extracts
treat the same
theme

WEEK:
TOPIC: Teacher to select CROSS CURRICULAR ELEMENT(S): Teacher to
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
English Download
or other resources

Unit 3
WEEK:
__
LESSON 20 (Reading 5) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to sport, sponsorships, money
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.2
Explore and
expand ideas for
personal
development by
reading
independently and
widely
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.2.1
Read a variety of
suitable print and
digital texts to
investigate and
analyse global
issues
Complementary
Skill
Reading 3.1.4
Use independently
a range of familiar
print and digital
resources and
some unfamiliar
resources to check
meaning and
extend
understanding
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work in
pairs and complete Activity 1. See the Teacher’s Book for guidance.
Lesson delivery
This lesson focuses on Activities 2–4. Activities 2 and 3 focus on
complementary skill. Allow pupils to use dictionaries or digital
resources to clarify the meaning of the different types of payments.
See the Teacher’s Book for guidance.
Post-lesson
Depending on time either ask pupils to work in pairs and complete
Activity 5 or review the vocabulary introduced in Activity 4 by playing
true or false. Ask pupils to close their books then read out a
word/phrase and one of the definitions. Pupils decide whether it is
the right definition or not They can use traffic light cards or just raise
their hand if they think the definition is correct.
more manageable chunks, i.e. one or two activities at a time.
Choose which days to give homework depending on what best suits
the lessons and pupils’ needs.
English Download
33
33
their needs by for example,
giving them a copy of the text
where you have located and
highlighted the relevant
information to answer the
questions in Activity 3. All
pupils need to do then is
decide which information is
relevant to which question.
For Activity 4, give written
definitions of the more
challenging words or phrases.
Alternatively, give pupils a
dictionary and allow them to
look up the words.
Challenge fast finishers to
think of some of their own
ideas either for or against
athletes earning so much
money and to write a list to
share with the class.
appropriate

WEEK:
__ LESSON 21 (Language Awareness 3) MAIN SKILL(S) FOCUS: Language Awareness THEME: Health and Environment
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: The present perfect
simple, the present perfect continuous and the past
simple.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
listening, speaking,
reading and writing
skills are not
explicitly covered
Pre-lesson
Activate prior knowledge in this lesson by writing sentences on the
board in the present perfect simple and the present perfect
continuous. Ask pupils to work with their talk partner(s) and say:
which verb form has been used; why has it been used; and come up
with another example using the same tense for the same reason.
When ready collect answers onto the board – encourage the rest of
the class to say if they agree or disagree with the explanations
given.
Lesson delivery
This lesson focuses on Activities 1–3, p35 and Activities 1–4,
p37. These activities focus on the use of the present perfect tenses.
See the Teacher’s Book for detailed guidance. Note that pupils have
encountered the present perfect in Form 4. For Activities 2 and 3,
p35, give pupils the opportunity to check and discuss their answers
in small groups before collecting responses. When ready move on
to p37. For Activities 2 and 3, give pupils the opportunity to check
and discuss their answers in small groups before collecting
responses. For Activity 4, ask pupils to complete the activity
individually. Monitor and use this opportunity to note who is
competent in using the present perfect simple and who needs
further practice. If time is limited, give remaining grammar activities
as homework.
Post-lesson
this lesson. For example, if the focus of the lesson is the perfect
tenses the teacher can choose a game to revise the different uses
of the perfect tense.
English Download
p37
36
appropriate

WEEK:
__ LESSON 22 (Listening 3) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
connected with assault courses and challenges
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
and some unfamiliar
topics
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
Activate prior knowledge in the lesson’s topic by putting ‘obstacle
course’ on the whiteboard and its definition, ‘a course over rough
land where participants must run and overcome obstacles by
climbing, crawling under or crossing them by ropes’. Check pupils
understanding. Tell pupils the school is going to create a short
outdoor obstacle course to help pupils exercise during physical
education lessons. Asks pupils to work in pairs to design a
challenging assault course that will help pupils keep fit. When ready
share their ideas with the class.
Lesson delivery
developing the complementary skill. Activities 2–3 and the
Download Box focus on developing the main skill. Work through
Activities 1–3. See the Teacher’s Book for detailed guidance. When
focusing on Activity 1, ask pupils to discuss each of the pictures in
terms of an obstacle course i.e. how can they use a brick wall in an
obstacle course? What do pupils have to do? How will the activity
improve pupil’s fitness? Will it test anything else such as a pupil’s
ability to rationalise? Did they include any of the ideas in the pictures
in their own design of an obstacle course?
Post-lesson
Ask pupils to discuss the Spartan race. Would they like to enter
such a race? Why?/Why not? What is a Spartan race testing? What
characteristics does a person need to complete such a race? When
ready, collect pupils’ ideas and share with class.
English Download
37
If possible, group less
proficient pupils together and
allow them to listen to the
audio text more often,
pausing more times to allow
pupils to discuss the
information they have heard
in pairs.
pupils by giving them extra
multiple-choice questions.
Look at the audio tape script
(p140, Teacher’s Book) and
create further multiple–choice
questions similar to the one in
Activity 3 Student’s Book.
appropriate

WEEK:
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teachers choose
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Listening 1.1.3
Recognise
independently
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.4.1
Explain the main
argument
Pre-lesson
needs/interests, which will review language and/or vocabulary and
Lesson delivery
This lesson focuses on a teacher-sourced listening text and
speaking activity. If possible, source an audio text about a
Malaysian sport celebrity or an interview conducted in English with
a well-known successful Malaysian sports person such as Nicol
David, Pandelela Rinong or Lee Chong Wei. Create questions
appropriate for the audio based on the B2 First-type questions.
The difficulty of the questions depends on the level of pupils. Try
to create differentiated questions. The questions should target the
attitude / opinion of the chosen sport celebrity.
If unable to source own audio text then use Part 4 of the Listening
Paper from Sample Paper 2.
https://www.cambridgeenglish.org/exams-and-tests/first/
preparation/
Allow pupils to check their answers in pairs before checking as a
class.
To focus on the complementary skill first ask pupils to think about
the positive things sports people bring to society i.e. good role
models, someone for young people to look up to and admire, they
get young people active, create national pride and unity, give
money to charity, help make higher awareness of certain charities
etc. Write on the board ‘Sports people earn too much money.’
Then divide the class into small groups. Tell half the members of
the group they are in favour of the statement and the other half
they are against. Give pupils time to list the points of their
argument before holding group debates. Monitor and help where
A sourced audio with
questions.
Audio should be about a
Malaysian sport celebrity
or an interview
conducted in English
with a well-known
successful Malaysian
sports person or
international sports
people who have done a
lot for charity i.e.
raised/given a lot of
money, held charity
events, made appeals for
certain charities –
include world famous
sports people as well as
national ones.
Or
Part 4 of the Listening
Paper from Sample
Paper 2. You will need
photocopies of multiple-
choice questions
accompanying the audio.
Questions should be
differentiated to meet the
needs of different pupils.
appropriate

needed but do not interrupt fluency. Make a note of any mistakes
or successes to go over with the class after the discussions.
Post-lesson
Elicit from pupils all the main points made in the debates both for
and against the statement. Then have a class vote to decide
whether they think the statement is true or false. Ask: should some
sports pay more prize money than others? Why?/Why not?

WEEK:
__ LESSON 24 (Speaking 5) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of
comparison, words/phrases connected with sport and
exercise
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Complementary
Skill
Writing 4.2.2
Spell written work
on a range of text
types with
reasonable
accuracy
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking them to discuss
the questions in Activity 1 in pairs. See the Teacher’s Book for detailed
guidance.
Lesson delivery
This lesson focuses on Activities 2–3 and an extension of Activity
3. Activities 2 and 3 focus on developing the main skill. An extension of
Activity 3 focuses on developing the complementary skill. Work through
Activities 2 and 3 and the Download Box. See the Teacher’s Book for
detailed guidance.
To focus on achieving the complementary skill, ask pupils to choose
either photos A and B or C and D and write a paragraph answering the
question ‘what are the advantages of each sport’ and ‘why do you think
each sport is popular’. Tell pupils to use the Language Bank to help
create appropriate comparison sentences and to focus in particular on
correct spelling. Monitor and help with vocabulary when asked. Make a
note of any spelling mistakes to go over in class at the end of the
activity. If time allows, ask pupils’ to swap paragraphs and check each
other’s spelling.
Post-lesson
Ask pupils to look at the questions in Activity 4 in pairs. Give them 5
minutes to think of some ideas then have a short class discussion.
English Download
Teacher’s Book,
p37–38
providing them with cards
with the appropriate language
mirrored in the lesson and the
language of comparison from
Activity 2 or the Language
Bank so they can use these
in their dialogue without
having to refer back to the
Student’s Book.
For the writing activity,
provide less proficient pupils
with some ideas and ask
them to add a few of their
own.
appropriate

WEEK:
__ LESSON 25 (Writing 4) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language introducing and
supporting/contrasting ideas such as connectives used to add
ideas and introduce opposite ideas
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate with
appropriate
language, form and
style
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large group
on familiar topics
Main Skill
Writing 4.2.3
Produce a plan or
draft and modify
this appropriately
independently
Complementary
Skill
Speaking 2.4.1
Explain the main
points of an idea
or argument
Pre-lesson
Ask pupils to discuss ‘What are the pros and cons of being an
internationally famous person?’ (a celebrity such as Leonardo Di
Caprio or Madonna or someone famous for their political role such as
Nelson Mandela). Allow time for pupils to discuss the question in pairs
before opening up the activity for a short class discussion.
Lesson delivery
developing the complementary skill. An extension of Activity 3 focuses
on developing the main skill.
Work through the activities using the Teacher’s Book as guidance but
instead of getting the pupils to complete the activities individually, ask
pupils to work in pairs and discuss the main ideas of the arguments.
Explain that ‘_________ (your own idea)’ is asking candidates for
another point in the argument NOT their opinion. Their opinion can be
included with the summing up in the conclusion. To fully focus on the
main skill, extend Activity 3 by asking pupils to make a plan with rough
notes listing main ideas.
The plan should be for five paragraphs:
 introduction
 the right to privacy
 their friends and family
 your own idea
 conclusion, summing up/own opinion
When pupils have completed their plans ask them to talk through their
essay plans and their supporting ideas with a partner. Tell pupils they
should give each other constructive feedback and then make the
improvements to their plans if necessary.
English Download
Teacher’s Book, p38
Allow more proficient pupils to
work on the activities
independently.
proficient pupils during Activities
1 and 2 by going through the
ideas and discussing them
together. In Activity 2, ask
probing questions about each
extra idea to help pupils decide
in which conversation they fit i.e.
is this a positive statement
towards sport people? For the
writing activity, ask pupils to
write a rough plan of their essay.
Help formulate ideas if
necessary. You could give
pupils a suitable introduction,
then ask them to write three
short paragraphs with one
relevant idea in each paragraph.
If possible, help them to write a
conclusion summarising their
ideas or giving their own
opinion.
Challenge more proficient pupils
by asking them to write a more
detailed argument for the three
relevant points (two given, one
of their own) expressing two or
three ideas in each paragraph.

Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in this
lesson. For example ask pupils if they can think of any advantages of
a sports celebrity being in the media all the time, such as earning a lot
of money advertising famous brands

WEEK:
TOPIC: The World of Sport CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of writing
ideas for and against a statement
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.3
Explain the main
points for and
against an idea or
argument
Complementary
Skill
Reading 3.1.5
Recognise
independently the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Look at Extension Activity, p39 in the Teacher’s Book. Write on the
whiteboard ‘The Olympic Games are unnecessary.’ Ask pupils to
come up with two ideas in support of this statement and one that
opposes it. When ready, share the ideas with the class.
Lesson delivery
developing the complementary skill. Activities 5-6 with the Download
Box focus on developing the main skill. See the Teacher’s Book for
detailed guidance.
Note that the Teacher’s Book states that pupils must give their own
opinion in the introduction. You might want to point out to pupils that
this is not always true. Pupils can introduce the question in the
introduction stating that this is the topic of the discussion – as long
as they give their opinion clearly in the summary.
Try to ensure all pupils produce a rough draft for Activity 6 in class.
Monitor as pupils write and check that their ideas are cohesive.
Remind pupils of the first lesson in Unit 3 where you looked at the
use of connectives to strengthen ideas and introduce new
contrasting ideas.
If possible, monitor the rough draft of each pupil. If time is limited,
allow pupils to complete the final draft of their articles for homework.
Post-lesson
Unit 3. For example, use true or false statements and get pupils to
hold up green cards for true and red cards for false.
English Download
39
Pupils should be familiar with
the topic of the essay in
Activity 4 as they wrote their
own answer to Activity 3 in
the previous lesson.
In the writing activity, support
less proficient pupils to
formulate their ideas relating
to the given topics and an
extra topic of their own. If
appropriate help pupils write
an introduction before using
their notes to complete
paragraphs 3–4. Help pupils
to write a final paragraph
summarising ideas and
restating own opinion.
a more detailed argument.
Tell them to use 200–250
words.
appropriate

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

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

Unit 4
WEEK:
__
LESSON 29 (Reading 6) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
TOPIC: Shopping Therapy CROSS-CURRICULAR ELEMENT(S): Financial
Education
LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to shopping, features of non-fiction texts,
advantages/disadvantages
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.6
Recognise with little
or no support typical
features at word,
sentence and text
levels of a wide
range of genres
Complementary
Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Pre-lesson
Revise knowledge of shopping vocabulary by playing a game. For
example: Take a piece of paper and cut into small squares. Make
sure you have one square for each pupil. On half the squares put a
word/phrase related to shopping (see list below). On the other half
put a corresponding definition. Give each pupil a paper. Tell them to
stand up and mingle until they find their partner i.e. word and correct
definition.
Possible words/phrases to use: a browser (someone looking
through things casually); shopaholic (someone who just can’t stop
shopping); food court (area in a shopping centre selling different
kinds of food); retail therapy (to shop to make oneself happier);
bargain hunter (someone looking for something at a good or low
price); full refund (getting your money back); price tag (a label with
an item’s price); window shopping (looking at items in a shop but not
buying); click and collect (ordering online then collecting from the
shop); shoplifter (someone who steals items from a shop).
Lesson delivery
developing the main skill. See the Teacher’s Book for detailed
guidance. To fully focus on the complementary skill, ask pupils to
discuss Activities 1 and 2 in pairs before opening up the question in
Activity 2 as a class discussion. To fully achieve the main skill, ask
pupils where each of the four texts come from and what typical
features of their genre does each text illustrate.
Answers:
English Download
such as by providing a list
of the typical features
illustrated in the different
types of articles in Activity
3 for them to find
examples of.
For additional
differentiation strategies,
please refer to the
provided list of

New-Tech Magazine. A magazine introducing and reviewing new
(technological) gadgets on the market. Typical features include:
personal, informal tone speaking directly to the reader, rhetorical
questions, persuasive language, punctuation such as ellipses and
exclamation marks used for emphasis, describing personal
experience, a concluding paragraph summing up opinion.
No Lessons Needed! An advertisement. Typical features include:
persuasive language, punctuation such as exclamation marks used
for emphasis, facts/information ordered with bullet points so easy to
read, subheadings to make information easier to read, use of
phrases rather than full sentences to get across main points.
FAQs from the instruction manual/magazine/article about gTar, etc.
Typical features include: formal, impersonal tone. A question first in
italics and different colour from answer to stand out, question
followed by an explanation.
To: Jimmy Sage
A personal email found on a computer, laptop, iPad, phone. Typical
features include: the subject of the email, informal friendly tone,
contractions, talking directly to reader, name signed off.
Post-lesson
Review the vocabulary introduced in the pre-lesson activity by
playing true or false. Read out a word/phrase and one of the
definitions. Pupils decide whether the definition is right or wrong.
They can use traffic light cards or just raise their hand if they think
the definition is correct.

WEEK:
__ LESSON 30 (Reading 7) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: Words/phrases related
to shopping and gadgets, multiple-choice questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar and
some unfamiliar
situations
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss
the Extension Activity on p43, Teacher’s Book (left column). When
ready collect their ideas and discuss as a class.
Lesson delivery
complementary skill. Ask pupils to read through the Download Box
and work through Activities 4, 5 and 6. See the Teacher’s Book for
detailed guidance. For Activity 6, remind pupils that the tone of their
advertisement should reflect their target audience i.e. an informal
register for a younger audience but a more formal tone for adults.
Post-lesson
Pupils present their gadgets to the rest of the class. As they listen,
ask the class to think of questions to ask and then give feedback i.e.
in the form of two stars and a wish.
English Download
45
43
helping them to locate the
relevant information in the
articles to answer the
questions. Mirror this process
for questions 1–3 and allow
pupils to attempt 4–7. If
necessary, narrow the
options for each question to
two or three possible
answers.
Challenge fast finishers and
more proficient pupils to write
a more detailed
advertisement and/or a FAQs
article that could be part of an
instruction manual.
appropriate

WEEK:
__ LESSON 31 (Language Awareness 4) MAIN SKILL(S) FOCUS: Language Awareness THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: past perfect simple,
past perfect continuous, past simple
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Ask questions to pupils (or write questions on the board) to elicit
responses using either the past perfect simple or past perfect
continuous (sometimes called progressive). Ensure pupils have
appropriate wait time and/or opportunities to discuss their
responses with talk partners. Alternatively, play a game which
reviews the uses of past perfect simple vs past perfect continuous.
Lesson delivery
This lesson focuses on the past perfect tenses p47 and p49.
See the Teacher’s Book for detailed guidance. Note that pupils
have encountered the past perfect simple and continuous in Form
4. For Activities 2 and 3, p47 give pupils the opportunity to check
and discuss their answers in small groups before collecting
competent in using the past perfect tenses and who needs further
practice. When ready, move on to p49. For Activities 2 and 3, give
pupils the opportunity to check and discuss their answers in small
groups before collecting responses. For Activity 4, ask pupils to
complete the activity individually. Monitor and use this opportunity
to note who is competent in using the past perfect tenses vs past
simple and who needs further practice. You may need to ask
pupils to complete some of the activities as homework if time in
the lesson is too short.
Post-lesson
Ask pupils to review their learning in this lesson by doing one of
the Extension Activities on p44 or p46 in the Teacher’s Book.
English Download
Student’s Book,
p47, p49
Teacher’s Book,
p43–44, p45–46
Organise talk partners or grouping
so that a more proficient pupil can
help and support a less proficient
pupil.
asking them to write their own
sentences using the past perfect
simple and continuous.

WEEK:
__ LESSON 32 (Listening 5) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial Awareness
Education
related to shopping; questions.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information,
ideas, opinions
and feelings
intelligibly on
familiar topics
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
needs/interests, which will review language and/or vocabulary
and prepare the pupils for the lesson. For example, play ‘spot
the difference’. Pupils work in pairs and take it in turns to spot
then explain the differences between two pictures.
Lesson delivery
guidance.
Post-lesson
Ask pupils to work in pairs. Give one pupil from each pair a
simple line drawing which they do not show to their partner
(each pair has the same picture of, for example, a simple house,
an animal, a park using shapes such as circles, squares and
triangles). Ask the pupil to describe the picture to their partner
who will listen and try to draw the picture from the description
given. When ready pairs can swap roles. Give a second picture
to describe.
English Download
‘Spot the difference’ activities
can be sourced online. You
could choose one with two
simple line drawings made up
of shapes such as squares,
triangles and circles. Pictures
can be abstract or of an
animal, house, park, etc.
such as by reading the
audio text to them at a
slightly slower speed (see
the audio text, p140–141
of the Teacher’s Book).
pupils by creating more
(multiple-choice)
questions from the audio
text. Use the audio script,
p140–141 in the
Teacher’s Book, and
example listening papers
from B2 First to check the
difficulty level.
For additional
please refer to the
provided list of

WEEK:
__ LESSON 33 (Speaking 6) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness
Education
related to making comparisons, contrasting advantages
and disadvantages
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Complementary
Skill
Speaking 2.4.1
Explain the main
argument
Pre-lesson
look at Activity 1. First let pupils work in pairs and then discuss their
ideas in small groups.
Lesson delivery
This lesson focuses on Activities 2–3 and 5. Activities 2–3 focus
on developing the main skill. Activity 5 focuses on developing the
complementary skill. Work through Activities 2–3. See the Teacher’s
Book for detailed guidance. In order to focus on the complementary
skill, first ask pupils to work in pairs to answer the questions in
Activity 5 and formulate reasons for their opinions. When ready, put
pupils into groups to share their answers and discuss their ideas. If
possible, try to form groups where pupils’ opinions on the three
bulleted points differ. Monitor carefully, focusing on pupils’ ability to
explain their points of view clearly, but do not intervene. Make a
note of any errors or any particularly successful responses and go
over these with the class afterwards.
Post-lesson
Choose one of the three bulleted points as a class discussion to
wrap up the lesson.
English Download
mirrored in Activity 2 and the
language of contrasting
advantages and
disadvantages given in the
Language Bank so they can
use these in their dialogue
without having to refer back
to the Student’s Book.
appropriate

WEEK:
__ LESSON 34 (Writing 6) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: Features of article
writing, asking the reader questions, using inclusive
language
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Writing 4.2.3
Produce a plan or
draft and modify this
appropriately
independently
Complementary
Skill
Speaking 2.4.1
Explain the main
argument
Pre-lesson
If you have sourced a range of articles from different magazines and
newspapers give out to pupils. In pairs or small groups, ask pupils to
use the articles to create a list of typical features. If you are not able
to source articles, ask pupils to think of the articles from
magazines/newspapers that they have read and to come up with a
list of typical features. When ready, elicit pupils’ ideas and make a
class list on the whiteboard. Read ‘Article: Getting your readers’
attention’ as a class. Did you list all the ideas described?
Lesson delivery
developing the complementary and main skill. To fully focus on
developing the complementary skill, extend Activity 3 by asking
pupils to work in pairs to explain and answer the three points that
must be included in the article. Tell them to discuss and justify their
answers. To fully focus on developing the main skill, ask pairs to
make a plan of the article for Activity 3. They can map out their main
ideas for each paragraph on a mind map.
Post-lesson
Share some of the rough drafts of the articles as a class. Ask pupils
to listen carefully. Do the articles express clear opinions on all three
main points? Do the articles illustrate some of the typical features of
articles listed in the pre-lesson activity? At the end, ask the class to
respond with two stars and a wish i.e. two things they think worked
well and one thing that could be improved.
English Download
If possible, collect a
selection of different
articles from different
sources targeted at
different audiences. i.e.
an article from a
teenage magazine, an
article from a
local/national
newspaper/an article
from a fashion
magazine/an article off
the internet, etc.
independently.
proficient pupils during
Activities 1 and 2 by making
them teacher-led activities.
pupils by asking them to use
their plan to write a rough
draft of their article.
appropriate

WEEK:
__ LESSON 35 (Writing 7) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
Education
LANGUAGE/GRAMMAR FOCUS: Features of article writing,
asking the reader questions, using inclusive language
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.2.1
Punctuate written
work on a range of
text types with
reasonable
accuracy
Complementary
Skill
Reading 3.1.5
Recognise
independently the
attitude or opinion
of the writer in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Prepare an activity to revise punctuation. Alternatively, write the
following punctuation marks on the board: ! : ; … — - () (i.e. an
exclamation mark, colon, semi-colon, ellipsis, dash, hyphen and
brackets). Ask pupils to work in pairs to devise a rule for when
each punctuation mark is used and to write a sample sentence.
Tell early finishers that there are 14 punctuation marks
altogether – can they list the other seven?
Lesson delivery
This lesson focuses on Activities 4–6. See the Teacher’s
Book for detailed guidance. Activity 4 focuses on developing the
complementary skill. Complete Activity 5 before moving onto
Activity 6. Activity 6, with an extension activity, focuses on
developing the main skill. Remind pupils that the target
audience is other teenagers so their article should use an
appropriately informal and inclusive tone. Tell pupils to focus in
particular on the accuracy of their punctuation. Ask pupils to
include at least three punctuation marks from the seven on the
whiteboard. Monitor carefully, focusing on pupils’ use of
punctuation, but do not intervene. Make a note of any errors or
any particularly successful responses and go over these with the
class afterwards.
If possible, monitor the rough draft of each pupil. If time is
limited, then monitor those pupils who need the most help. If
necessary, allow pupils to complete the final draft of their articles
for homework.
Post-lesson
Ask pupils to review their learning in this lesson by completing
an exit card: ‘what went well in your writing?’ and ‘your writing
would have been even better if…’ Collect the cards and use
them for planning subsequent lessons.
English Download
49
Allow less proficient pupils to
write shorter paragraphs. If
necessary, give them the
opening sentence to each
paragraph. Monitor to check that
they are using the appropriate
tone for the target audience and
including rhetorical questions
(see Language Bank) to make
their articles more interesting.
detailed article describing
teenagers’ favourite form of
relaxation and giving opinions
why this form of relaxation is so
popular. Tell them to use 200–
250 words.
by asking them to use five or six
of the seven punctuation marks
from the whiteboard.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.1.
Engage with,
respond to and
interpret a variety
of literary text
types
Main Skill
Literature in
Action 5.1.2
Compare and
contrast the way in
which different
literary extracts
treat the same
theme
.

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

Unit 5
WEEK:
__
LESSON 38 (Reading 8) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
TOPIC: The Environment CROSS-CURRICULAR ELEMENT(S):
Environmental Sustainability.
related to the environment/listening and reading for
gist/multiple matching
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.2
Explore and
expand ideas for
personal
development by
reading
independently and
widely
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.2.1
Read a variety of
suitable print and
digital texts to
investigate and
analyse global
issues
Complementary
Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to work in
pairs and complete Activities 1 and 2. See Teacher’s Book for
guidance.
Lesson delivery
complementary skill. See Teacher’s Book for guidance.
Remember that, as per definition in the glossary, pupils re expected
to guess the meaning of words or simple phrases in 3.1.3.
Post-lesson
Allow pupils to work in pairs to do the environmental quiz, p57 of the
Student’s Book. When ready, go through the answers. Were they
particularly surprised by any of the answers? If time, go onto Activity
2 discussing the causes for pollution.
English Download
such as by helping them to
locate the relevant
information in the articles
to answer the questions.
Mirror this process for
questions 1–5 and allow
pupils to attempt 6–10.
look at Activity 6 and come
up with a detailed plan of
the environmental issues
they wish to tackle.
For additional
please refer to the
provided list of

WEEK:
__ LESSON 39 (Language Awareness 5) MAIN SKILL(S) FOCUS: Language Awareness THEME: Health and Environment
TOPIC: The Environment CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Future simple, future
perfect simple and future perfect continuous
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Play a game to review future tenses. Alternatively, ask pupils to
discuss their future plans either the immediate future i.e. the
weekend or more distant future i.e. college/career etc.
Lesson delivery
This lesson focuses on Activities 1–3, p61 and 1–4, p63. These
activities focus on the future simple and future perfect simple and
continuous. See the Teacher’s Book for detailed guidance. Note that
pupils have encountered the future simple in Form 4. For Activities 2
and 3, p61 give pupils the opportunity to check and discuss their
answers in small groups before collecting responses. When ready,
move on to p63. For Activities 2 and 3, give pupils the opportunity to
check and discuss their answers in small groups before collecting
competent in using the future tenses and who needs further
practice. You may need to ask pupils to complete some of the
activities as homework if time in the lesson is too short.
Post-lesson
Choose a post-lesson that summarises pupils’ learning. For
example, put on the whiteboard: ‘By the time I’m thirty…’ and mirror
an example such as ‘By the time I’m thirty, I will have written my first
novel.’ Ask pupils to complete the sentence with their own ideas.
English
Download
Student’s Book,
p61, p63
Teacher’s Book,
p57, p59
Organise talk partners or grouping
so that a more proficient pupil can
help and support a less proficient
pupil.
asking them to write their own
sentences using the future perfect
simple and continuous.

WEEK:
TOPIC: The Environment CROSS-CURRICULAR ELEMENT(S): Environmental
Sustainability
LANGUAGE/GRAMMAR FOCUS: Using questions to
learn information about what pupils will hear
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information,
ideas, opinions
and feelings
intelligibly on
familiar topics
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to name all
the Malaysian National Parks. Ask pupils why are National Parks
created? i.e. to protect indigenous flora and fauna, to allow flora and
fauna to thrive naturally without interference from humans, to protect
the natural beauty of an area to enjoy etc.
Lesson delivery
This lesson focuses on Activities 1–3. Activity 1 with an extension
focuses on developing the complementary skill. Activities 2 and 3
focus on developing the main skill. See the Teacher’s Book for
detailed guidance. To fully focus on the complementary skill, ask
pupils to complete Activity 1 and then in pairs discuss each picture
and what its relevance to a special wildlife area could be i.e. picture
1 is of a pond where pond skater, water snails, leeches, worms,
water beetles, water boatmen, dragonfly larvae, frogs, newts and
small fishes can flourish. Pupils can study the pond life and the
amphibians/insects that live close to water. Read the Download Box
and work through Activities 2 and 3.
Post-lesson
Ask pupils to use the ideas in Activity 1 or ideas that are more
specifically relevant to their local area of Malaysia to design their
own wildlife garden to encourage the local flora and fauna to thrive.
When they are ready, ask pupils to explain their ideas to a partner.
English Download
60
reading the audio text to them
at a slightly slower speed
(see the audio text, p141 of
the Teacher’s Book).
(multiple-choice) questions
from the audio text. Use the
audio script, p141 in the
Teacher’s Book, and example
listening papers from B2 First
sample papers to check the
difficulty level that you should
set the questions at.
appropriate

WEEK:
Sustainability
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.6
Understand
independently
longer more
complex narratives
on a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Pre-lesson
Lesson delivery
This lesson focuses on a listening activity. In order to focus on
the main activity, source an audio of an extract from a narrative at a
suitable level for your pupils. If you are unable to find an audio, then
read aloud a suitable extract from an unfamiliar fiction book. In order
to expose pupils to different accents you might want to ask another
teacher to record themselves reading the extract. Teachers should
link the complementary skill with the main listening activity by asking
pupils to ask/explain advantages or disadvantages related to the
listening text.
Post-lesson
exit card: ‘what they were able to do well in the activities?’ and ‘what
they found particularly challenging about the activities?’ Collect the
cards and use them for planning subsequent lessons.
A listening activity
sourced by teachers.

WEEK:
__ LESSON 42 (Speaking 7) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
Sustainability
related to asking and giving an opinion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.3
Use appropriate
communication
strategies
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Speaking 2.3.1
Keep interaction
going in discourse-
level exchanges by
paraphrasing and
rephrasing
appropriately
Complementary
Skill
Speaking 2.4.1
Explain the main
argument
Pre-lesson
Activate pupils’ prior knowledge in the lesson’s topic by asking them
to complete Activity 1 in pairs. When ready, collect their answers
and discuss as a class.
Lesson delivery
developing the main skill and the complementary skill. Explain that
Activity 3 is the kind of speaking activity used in B2 First
examinations. Candidates are tested on their ability to keep
interaction going by paraphrasing and rephrasing what their talking
partner has said and adding their own ideas. Tell pupils to use the
language from the Language Bank as a starting point but to extend
the examples so that they are paraphrasing and rephrasing each
other’s ideas before adding their own. Mirror how to do this. i.e. ‘So
you think………….? Is that right? That’s good but I think it would be
better to…….’ At the end of the activity, ask pupils to find a new
partner and take it in turns to say which two ideas they think the
council should choose and to explain why they chose those as the
best two ideas. Monitor and help with phrases/grammar and
vocabulary if necessary but do not interrupt fluency. Pay special
attention to pupils’ ability to paraphrase/rephrase and keep the
discussion flowing. Make a note of any mistakes or successes to go
over with the class afterwards.
Post-lesson
Have a class discussion. Talk about the advantages and
disadvantages of each of the ideas, and then take a class vote on
which of the two ideas would work best. Do they have any other
solutions of their own to the litter problem?
English Download
61
from the Language Bank or
relevant phrases such as
‘Yes, that’s an excellent idea
but what if…’ or ‘I agree with
you that….is a good idea and
also…’ so they can use these
Student’s Book.
appropriate

WEEK:
TOPIC: The Environment CROSS-CURRICULAR ELEMENT(S): ):Environmental
Sustainability
LANGUAGE/GRAMMAR FOCUS: Words/phrases related to the
environment, describing food, producing food, growing food,
connectives, introducing examples
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.1.2
Explain
advantages and
disadvantages of
i) ideas
ii)plans or
iii)arrangements
Complementary
Skill
Writing 4.2.1
Punctuate
written work on a
range of text
types with
reasonable
accuracy
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to think about
opening lines. What makes an opening line of a discussion a good, strong opening?
Write a good opening line to an essay titled ‘All plastic bottles should be banned’.
When ready collect pupils’ ideas and opening lines. Read ‘Essay: Writing a strong
introduction.’ Did they come up with all the same ideas? One good idea pupils may
have which is not in the book is asking a rhetorical question.
Lesson delivery
This lesson focuses on Activities 1–3. Activities 1–3 (with an extension) focus on
developing the complementary and the main skill. Work through Activities 1–3. See
the Teacher’s Book for detailed guidance. After completing Activity 3, write a list of
controversial statements about the environment on the whiteboard that are relevant
locally or nationally i.e. Cars should be banned from all city centres/Shops should
stay closed two days a week/To help the environment and national economy,
people should go on holiday in their own country rather than abroad/People should
eat less meat and more vegetables/People should only eat locally-sourced food and
only when in season. Ask pupils to work in pairs and to choose one of the
statements and decide what their opinion is. Ask them to write a good strong
opening paragraph. When they are happy with their opening paragraph, ask pupils
to write a paragraph either describing all the advantages or disadvantages of the
statement, depending on their opinion. Tell pupils to focus carefully on their
punctuation and fluency of ideas. Monitor and help with wording if necessary and
pay special attention to cohesion and punctuation. If time allows, pupils can swap
and give peer feedback in the form of two stars and a wish. Make a note of any
mistakes or successes to go over with the class afterwards.
Post-lesson
Ask volunteers to read out their favourite opening paragraphs and get the class to
give feedback. Vote for the class’s favourite opening paragraph.
English Download
Student’s Book,
p66
Teacher’s Book,
p61
Allow more proficient
pupils to work on the
activities independently.
during Activities 1–3 by
making them teacher-led
activities. For the
extension to Activity 3
allow pupils to work in
pairs and come up with
one good opening line.
Challenge more
proficient pupils by
asking them to complete
the opening paragraphs
for another statement or
by writing opening
paragraphs for the same
statement but with the
opposite point of view.
For additional
please refer to the
provided list of
on the needs of the
pupils.

WEEK:
Sustainability
related to the environment, describing food, producing
food, growing food, connectives, introducing examples
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
and some unfamiliar
topics
Complementary
Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
discuss the Extension Activity on p62 of the Teacher’s Book. When
ready, collect answers as a class.
Lesson delivery
developing the complementary skill. Activities 5 and 6 focus on
developing the main skill. Work your way through Activities 4–6. See
the Teacher’s Book for detailed guidance.
Post-lesson
exit card about the writing activities: ‘what they were able to do well
in the activities?’ and ‘what they found particularly challenging about
the activities?’ Collect the cards and use them for planning
subsequent lessons.
English Download
62
paragraph.
using the appropriate tone for
the target audience and
including the correct
punctuation as well as
relevant vocabulary (see
Language Bank) to make
their essays more concise.
a more detailed essay about
growing your own food. Tell
them to use 200–250 words.
appropriate

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

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

Unit 6
WEEK:
__
TOPIC: Crime CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to crime/reading for gist multiple matching
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to look at
Activity 2 on p69 of the Student’s Book. Ask them to solve the mystery.
Tell them that one of the pictures is a big clue. When ready go through
the answer explaining the vocabulary in terms of steps in photography
(see Teacher’s Book).
Lesson delivery
developing the main skill and Activity 2 focuses on developing the
complementary skill. Activity 4 is for practice. See the Teacher’s Book
for detailed guidance.
For Activity 2, when pupils are ready, allow them to discuss their
answers in pairs before going through the answers as a class. Read the
download box together and ask pupils to complete Activities 3 and 4.
Post-lesson
Choose an appropriate post-lesson activity to revise the vocabulary
introduced in the lesson. For example, if time allows, play Pictionary on
the whiteboard. Divide the class into two. Ask for a volunteer. Give the
volunteer one crime word, i.e. ‘stealing’ and ask them to draw a picture
on the board to describe the word. The class have to guess the word.
The half that guesses the word first gets the point. The volunteer can
choose a new volunteer.
English Download
Student’s Book, p69-
71
66
For differentiation
strategy/ strategies based

WEEK:
TOPIC: Crime CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Modal verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Play a game revising the use of modal verbs. For example: Give
each pupil a paper with a list of different abilities (see materials). Tell
pupils to get up, walk around and talk to each other. They need to
put a different peer’s name against each of the abilities. When
ready, ask pupils go back to their seats and collect their answers.
Lesson delivery
This lesson focuses on modal verbs. Activities 1–4 p73 and 1–3
p75. These activities focus on the different uses of modal verbs. See
the Teacher’s Book for detailed guidance. Note that pupils have
encountered modal verbs in Form 4. For Activities 2 and 3, p73 give
complete the activity individually. Monitor and use this opportunity to
note who is competent in using modals of ability, permission,
requests, offers and suggestions and who needs further practice.
When ready, move on to p75. For Activity 2, give pupils the
opportunity to check and discuss their answers in small groups
before collecting responses. For Activity 3, ask pupils to complete
the activity individually. Monitor and use this opportunity to note who
is competent in using modals of obligation, necessity, prohibition,
possibility, deduction, advice and criticism and who needs further
Post-lesson
this lesson. For example, individually pupils write gapped sentences
using the pairs in Activity 3. They then swap with a partner who
must write the correct words in the gaps.
English Download
Student’s Book, p73, p75
A can-do of 10–15 abilities
listed on a piece of paper
with space for the name to
be filled in. One paper for
each pupil.
For example:
……. can speak three
languages
……. can cook authentic
Chinese food
……. can touch their nose
with their tongue
…….. can run a one and a
half kilometre in 6 minutes
proficient pupil can help
and support a less
proficient pupil.
write their own sentences
expressing ability,
permission, a request, an
offer and a suggestion.
For additional
please refer to the
provided list of

WEEK:
TOPIC: Crime CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases talking about feelings/opinions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening 1.2.1
Use appropriate
listening
strategies in a
variety of contexts
Main Skill
Listening 1.1.3
Recognise
independently
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Listening 1.2.1
Guess the meaning
of unfamiliar words
from clues provided
by other words and
range of familiar
topics and some
unfamiliar topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to complete
the Extension Activity on p69 of the Teacher’s Book. You may need to
go over some of the vocabulary in Vocabulary 2, Activity 1 p74
Student’s Book to help pupils with the appropriate wording.
Lesson delivery
developing the complementary skill. Activity 3 focuses on developing
the main skill. See the Teacher’s Book for detailed guidance.
Post-lesson
Play a game such as word bingo or true/false definitions to revise
words and phrases connected with crime introduced in the unit so far.
English Download
70
(see the audio text on p141–
142 of the Teacher’s Book).
(multiple-choice) questions
from the audio texts. Use the
audio script on p141–142 in
the Teacher’s Book and
example listening papers
from B2 First to check the
difficulty level that you should
set the questions at.
appropriate

WEEK:
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases talking about feelings/opinions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Listening 1.1.3
Recognise
independently
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
and some unfamiliar
topics
Pre-lesson
Lesson delivery
This lesson focuses on a listening activity. A multiple-choice
listening activity, Part 1 Listening from Sample Paper 2, from the
following site https://www.cambridgeenglish.org/exams-and-
tests/first/preparation/ focuses on developing the main and
complementary skills.
To focus on the main skill, read the Download Box on p76 of the
Student’s Book. If possible, give out copies of the narratives spoken
in two of the situations in the Listening audio lesson 49 (see audio
text on p141–142 of the Teacher’s Book); otherwise show two
narrative texts on the whiteboard. Use one narrative to show how all
three options in the multiple-choice answers A, B and C are all
related to the narratives, but two options can be ruled out because
they are inaccurate.
Example
Narrative 1: (font colour and style in the text match the options)
I’ve been in the police force for thirty years and of course I’ve seen
some big changes in that time. There have always been risks in the
job, and nowadays there are definitely more people carrying guns
and knives than in the past. But we’re better protected too, with
special equipment, so I generally feel pretty safe. Computers have
completely changed our job though. Without them we wouldn’t
solve half the crimes we do now. And what’s nice is that they’ve
actually reduced the number of reports we have to write, so
paperwork has thankfully decreased, leaving us more time to catch
criminals.
English Download
142
A Listening tas of
people talking in eight
different situations. It is
a multiple-choice
activity. See Part 1
Listening from Sample
Paper 2 for activities or
use other sources or
teacher’s own
materials.

A: It’s more dangerous than the past (No)
B: Technology plays an important part (Yes)
C: Paperwork takes too long (No)
Allow pupils to work on the other narrative text. Ask them to find the
information relevant for each option: A, B or C. Then ask them to
underline the information which rules out two options. When ready,
collect pupils’ answers. Explain that they are going to listen to
people speaking in eight more situations. Play the audio from Part 1
Listening from Sample Paper 2. Pupil answer the multiple choice
questions.
Post-lesson
Review the vocabulary introduced in the lesson by playing true or
false. Read out a word/phrase and one of the definitions. Pupils
decide whether the definition is right or wrong. They can use traffic
light cards or just raise their hand if they think the definition is
correct.

WEEK:
TOPIC: Crime CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to crime and crime prevention, expressing
uncertainty
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Complementary
Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Pre-lesson
complete Activity 1 in pairs. When ready collect pupils’ ideas and
open up the discussion as a whole class. See the Teacher’s Book
Lesson delivery
complementary skill. Work through Activities 2, 3 and 4. See the
Teacher’s Book for detailed guidance. You can read the Download
Box as a class but point out to pupils that in their end-of-year exam
pupils do not have two pictures to look at and compare as in the B2
First exam – they have a text or verbal prompt to discuss.
To fully focus on the complementary skill instead of opening up the
discussion to the class at the end of Activity 4, ask pupils to work
with a new partner. Ask pupils to explain and justify their opinions
about the three questions asked in Activity 4.
Post-lesson
Ask pupils to review their learning in this lesson by getting them to
identify with their talk partner(s) at least three new words or
expressions that they have learned in relation to the topic of crime.
When pupils are ready, collect and share words/expressions as a
whole class
English Download
71
Student’s Book.
appropriate

WEEK:
related to crime and crime, expressing different
viewpoints, expressing opinion, modal verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4. 1
Communicate
intelligibly
through print and
digital media on
familiar topics
Complementary
Skill
Speaking 2.1.4
Communicate
information,
ideas, opinions
and feelings
intelligibly on
familiar topics
Main Skill
Writing 4.1.1
Explain and
evaluate
(i) visual
(ii) read
(iii) heard
information
Complementary
Skill
Speaking 2.1.4
Explain and
justify the point
of view of
classmates or
others
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to work in pairs and
decide what information should come in the final paragraph of a bias argument (i.e.
an argument giving one point of view as opposed to a balanced argument giving
both sides of an argument). When ready, collect pupils’ ideas and read through
‘Essay: Writing good conclusions’ on p78 of the Student’s Book.
Lesson delivery
This lesson focuses on Activities 1–4. Activities 1–2 with an extension focus on
developing the complementary skill. Activities 3–4 with an extension focus on
developing the main skill. Work through Activities 1–2. See the Teacher’s Book for
detailed guidance. In order to focus on the complementary skill, ask pupils to
discuss the three stated opinions in Activity 1 and justify them. In Activity 2 ask
pupils to answer whether they think it is a good or bad thing for the music industry
and justify their opinions using the notes given. In other words, to explain what they
would write if set this task and justify their opinions. Activities 3 and 4 focus on the
main skill. See the Teacher’s Book for detailed guidance.
For example:
 First paragraph introducing the topic
 Each new paragraph describes a new point in support of opinion
 Final paragraph summarises the main points and makes a final comment about
the future
 The tone is impersonal and formal
 Comparative connectives – used to compare, discuss and argue
 Giving other opinions and showing they are wrong
Post-lesson
Have a class discussion on a topic which is both national and global. For example:
Why do they think there is less crime in Malaysia than in America/Europe? Do
teenagers in Malaysia do the same things as teenagers in the West?
English Download
79
Allow more proficient
pupils to work on the
activities independently.
less proficient pupils by
grouping them together
during the activities and
by making them more
teacher-led.
For additional
please refer to the
provided list of
on the needs of the
pupils.

WEEK:
related to crime and crime, expressing different
viewpoints, expressing opinion, modal verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Writing 4.1.4
Express and
respond to real or
imagined opinions
and feelings
Complementary
Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
and some unfamiliar
topics
Pre-lesson
Have a discussion about prisons. Tell pupils that about 30% of
prisoners reoffend as soon as they are let out of prison. What do
they think governments should do to try to stop this happening?
What do prisoners need to make them law-abiding citizens? Allow
pupils to discuss the questions in groups then open up to a class
discussion.
Lesson delivery
developing the complementary and main skill. Work your way
through the activities. See the Teacher’s Book for detailed guidance.
allow pupils to complete the final draft of their essays for homework.
Post-lesson
subsequent lessons.
English Download
paragraph.
using the appropriate tone for
the target audience and
including the correct
their essays more concise.
a more detailed essay about
young offenders and the
punishments they should be
given. Tell them to use 200–
250 words.
appropriate

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

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Teachers will need to develop their own lesson based on the needs
of their pupils.
English Download or
other resources

Unit 7
WEEK:
__
LESSON 56 (Reading 10) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
TOPIC: The Media CROSS-CURRICULAR ELEMENT(S): Science and
Technology
related to different kinds of media
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.5
Recognise
independently the
attitude or opinion
of the writer in
extended texts on
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Reading 3.1.2
Understand
specific details
and information in
extended texts on
a wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss
Activities 1 and 2 in small groups. When ready, collect pupils’ ideas and
open up to a class discussion.
Lesson delivery
This lesson focuses on Activities 3–5. Activity 3, with an extension,
focuses on developing the main skill and Activity 4 focuses on
developing the complementary skill. In order to fully focus on the main
skill write on the whiteboard: ‘What is the writer’s opinion about the
future of newspapers? Why? What is the writer’s opinion about the
future of books? Why?’ For Activity 3, ask pupils to skim read the article
to answer the question in the Student’s Book and the two questions on
the whiteboard. When ready, collect pupils’ answers. Read the
Download Box together. Complete Activity 4. When ready, move on to
Activity 5. Depending on time available and proficiency level of your
pupils, you may want to add more words to find (see differentiation
strategies). See the Teacher’s Book for detailed guidance.
Answers:
The writer thinks printed newspapers will be replaced by digital
newspapers because they’re more affordable for readers and online
readers get a more interactive experience. For Newspaper owners,
money is saved because it is not spent on ink, paper, warehouses and
delivery vans. So online papers make more profit and there is less
waste of resources.
The writer thinks people might carry on reading books. Reading e-
books gives people headaches/eye-strain. E-books may need to be
charged. -. Device can get broken or stolen. Devices can be expensive.
People prefer tactile feel of books. Printed books have charm for some
people.
English Download
Student’s Book,
p84–85
Teacher’s Book,
p78-79
their needs, such as by helping
them to locate the relevant
information in the article to
answer the multiple-choice
questions. Mirror this process
for questions 1–3 and allow
pupils to attempt 4–6
independently.
pupils by asking them to find
more words/phrases in Activity
5. Choose words that are not
familiar and write a short
definition of them as in Activity
5. Provide the number of the
paragraph where the
word/phrase can be found.
Words/phrases might include:
trends (1)
readily available (2)
subscription (3)
curling up (5)
get lost in (5)
gadget-savvy (5)

Post-lesson
lesson. For example, ask pupils to discuss Activity 6 in pairs.
pupils.

WEEK:
__ LESSON 57 (Language Awareness 7) MAIN SKILL(S) FOCUS: Language Awareness THEME: Science and Technology
Technology
LANGUAGE/GRAMMAR FOCUS: Passive structures
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Devise an activity or play a game to revise the passive form.
Lesson delivery
This lesson focuses on passive forms and the impersonal and
personal structures. Activities 1–4, p87 and 1–4, p89. These
activities focus on the different uses of the passive voice. See the
Teacher’s Book for detailed guidance. For Activities 2 and 3, p87, give
note who is competent in using the passive voice and who needs
further practice. When ready, move on to p89. For Activities 2 and 3,
give pupils the opportunity to check and discuss their answers in small
note who is competent in using impersonal and personal passive
structures and who needs further practice. You may need to ask
pupils to complete some of the activities as homework if time in the
lesson is too short.
Post-lesson
lesson. For example, ask pupils to write sentences in the active form
individually then swap them with a partner and change the active
sentences into the passive form.
English Download
p89
Teacher’s Book,
p80–82
sensational newspaper
headings using passive form,
e.g. ‘A painting worth 2 million
is stolen from museum’.
appropriate

WEEK:
__ LESSON 58 (Listening 10) MAIN SKILL(S) FOCUS: Listening THEME: Science and Technology
Technology
LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases talking about media and communication
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand meaning
in a variety of familiar
contexts
Complementary
Skill
Listening 1.1
Understand meaning
contexts
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of familiar
topics and some
unfamiliar topics
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
topics
and some unfamiliar
topics
Pre-lesson
complete the activities in the Let’s talk about it! Box on p78 of
the Teacher’s Book.
Lesson delivery
This lesson focuses on Activities 1–4. Activities 1–3 focus
on developing the complementary skill. Activity 4 focuses on
guidance.
Post-lesson
Play a game such as word bingo or true/false definitions to
revise words and phrases connected with the media introduced
in the unit so far.
English Download
83
(see the audio text p142–143
appropriate

WEEK:
__ LESSON 59 (Speaking 9) MAIN SKILL(S) FOCUS: Speaking THEME: Science and Technology
Technology
LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to media sites and communicating with the public
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.1.3
Explain and justify
plans and ambitions
Complementary
Skill
Speaking 2.3.1
Keep interaction
going in discourse-
level exchanges by
paraphrasing and
rephrasing
appropriately
Pre-lesson
complete Activity 1 in pairs. When ready, collect pupils’ ideas and
Lesson delivery
complementary skill. Work through Activities 2, 3 and 4. See the
Teacher’s Book for detailed guidance. To fully focus on the main
skill in Activity 3, tell pupils that cousin Hannah has asked them to
take control of attracting more customers to her shop so they must
use the ideas in the Student’s Book to make plans about what they
would do to gain more customers. When ready, ask pupils to group
with another pair and take it in turns to explain and justify their plans
to get more customers to visit Hannah’s shop. In Activity 4, to fully
focus on the complementary skill, remind pupils how to keep the
discussion going by paraphrasing and rephrasing (see the lesson
delivery notes for lesson 15 of the SoW for reference).
Post-lesson
When ready, collect pupils’ ideas for Activity 4 and open up the
discussion as a whole class.
English Download
84
Student’s Book.
appropriate

WEEK:
Technology
LANGUAGE/GRAMMAR FOCUS: Teachers to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.2
Use register
appropriately
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar and
some unfamiliar
contexts
Complementary
Skill
Speaking 2.4.1
Explain the main
argument
Pre-lesson
Lesson delivery
This lesson focuses on speaking activities sourced by teachers.
Organise a speaking activity that achieves the main and complementary
skill. For example: Tell pupils that their school has just received a large
sum of money by a mystery donor The head teacher is going to decide
how to spend the money. Divide pupils into groups and give each group
a worthy cause for the funds i.e. new books for the school library; sport
apparatus for the gym; start-up of an online school magazine;
instruments or sound-proof room the music department; more
computers for ICT; plants and shrubs for a school garden; and so on.
Tell pupils that they are going to make a presentation to a committee
which includes the head teacher, teachers and parents so they must
use a formal register. They must present the main points of their
argument, clearly stating why their cause is the best cause for the
donated funds. Give pupils enough time to practise their group
presentations. When ready, ask each group to give their presentation to
the class. At the end, have a class vote on who gave the best
presentation.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit
card about the speaking activity: ‘what they were able to do well in the
activity?’ and ‘what they found particularly challenging about the
activities?. Collect the cards and use them for planning subsequent
lessons.
A speaking activity
sourced by teachers

WEEK:
__ LESSON 61 (Writing 12) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
Technology
related to the media, using passive forms to create
formal tone
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Speaking 2.1.
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar and
some unfamiliar
situations
Complementary
Skill
Speaking 2.1.4
Explain and justify
classmates or
others
Pre-lesson
Activate prior knowledge in the lesson’s topic by writing a number of
statements on the whiteboard that could be in a newspaper article.
Write the sentences in active form and ask pupils to change the
statements into the passive form.
For example:
 Rescuers find a baby alive and healthy two days after
earthquake.
 Man finds escaped pet snake living on a tree in his house
garden.
Lesson delivery
This lesson focuses on Activities 1–4. Activities 1–4a focus on
developing the main skill. Activity 4b, with an extension, focuses on
developing the complementary skill. Work through Activities 1–4a.
See the Teacher’s Book for detailed guidance. In order to focus on
the complementary skill, ask pupils to explain and justify the writer’s
suggestions and final recommendation for 4b. Then, in pairs discuss
what types of programmes they would show on a T.V. channel for
their own school. See the Extension Activity box at the top of p85 of
the Teacher’s Book for further ideas. When ready, ask pupils to
swap partners and take it in turns to explain and justify their ideas
for their school channel.
Post-lesson
this lesson. For example, hold a class discussion about what would
be the best programmes to show on their school channel.
English Download
85
independently.
proficient pupils by grouping
them together during the
activities and by making them
more teacher-led.
appropriate

WEEK:
TOPIC: The Media CROSS-CURRICULAR ELEMENT(S): - Science and
Technology
related to the media, using passive forms to create
formal tone
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Speaking 2.1.
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar and
some unfamiliar
situations
Complementary
Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Pre-lesson
Activate prior knowledge in the lesson’s topic by telling pupils that
the school has decided to start a monthly magazine for pupils. Ask
them to work with a talk partner and decide what kind of features
and articles they would like to be included in the magazine.
Lesson delivery
focuses on developing the complementary skill. Activities 6–8 focus
on developing the main skill. To fully focus on the complementary
skill, once pupils have completed Activity 5, ask them to work in
pairs and discuss the advantages and disadvantages of each of the
seven suggestions made in Activity 5. Ask them to decide which of
the seven suggestions they would like to include in their magazine.
Work your way through the Activities 6–8. See the Teacher’s Book
for detailed guidance. In Activity 8, monitor to check that pupils are
using the appropriate formal tone for a report.
Post-lesson
subsequent lessons.
English Download
85
paragraph.
using the appropriate formal
tone and including the correct
their reports more concise.
a more detailed report. Tell
appropriate

WEEK:
__
LESSON 63 (Literature in Action 7) MAIN SKILL FOCUS: Literature in Action THEME: Teacher to select
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.3
Express an
imaginative
response to
literary texts
Main Skill
Literature in
Action 5.3.1
Respond
imaginatively and
live performance of
stage plays
Other imaginative
responses as
appropriate

WEEK:
__ LESSON 64 and 65 (Project-Based Learning 1
& 2)
MAIN SKILL FOCUS: Project-Based Learning THEME: Teacher to select
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
Teachers will need to develop their own lessons based on
topic/themes and resources that they select. Ideas for projects
should be based on the needs and interests of the pupils.
Teacher to select their
own materials

SCHEME OF WORK: TEXTBOOK /NON-TEXTBOOK LESSON (UNIT 7)
WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
English Download
or other resources

Unit 8
WEEK:
__
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to water theme parks, jobs, recognising different
text types, answering multiple-choice questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Reading 3.1.6
features at word,
sentence and text
levels of a wide
range of genres
Pre-lesson
Activate prior knowledge in this lesson by asking pupils to discuss the
questions in Activity 1. When ready, collect pupils’ ideas and open up
to a class discussion.
Lesson delivery
This lesson focuses on Activities 2 and 3. Activity 2, with an
extension, focuses on developing the complementary skill and Activity
3 focuses on developing the main skill. In order to fully focus on the
complementary skill, tell pupils they are going to read four different
types of texts. As they read the texts quickly to answer the question in
Activity 2, they should also decide what type of text each one of the
texts is and give two typical features of each text type illustrated in the
texts. When ready, collect pupils’ ideas – write up the four text types
on the whiteboard with a list of typical features illustrated in the texts.
Complete Activity 3. See the Teacher’s Book for detailed guidance.
Answers:
A: information text/non-chronological report. Present tense, some
technical language, descriptive and factual, third person, quotation.
B: promotion/information pamphlet. Heading, powerful adjectives,
superlative, exclamation marks, personal tone, questions, details i.e.
prices/further information.
C: formal letter of application. Name and address, Dear…, formal
tone, purpose established first paragraph, relevant details, ending on
a positive note (looking forward to hearing from you), formal ending.
D: (internal) work email. No address but ‘subject’ instead, informal
tone but still professional, hyphens, exclamation marks, purpose for
writing established, specific details.
English Download
locate the relevant
answer the multiple–
choice questions. Mirror
this process for questions
1–4 and allow pupils to
attempt 5–8
independently.
For additional
please refer to the
provided list of

Post-lesson
lesson. For example, do pupils think Richard Dunk’s job is the most
enjoyable? What job connected to theme parks would they like to do?
Would they like to test the speed of roller coasters?
which days to give homework depending on what best suits the
lessons and pupils’ needs.

WEEK:
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to jobs and work
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate reading
strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate reading
strategies
to construct
meaning
Main Skill
Reading 3.1.4
Use independently a
range of familiar print
and digital resources
and some unfamiliar
resources to check
meaning and extend
understanding
Complementary
Skill
Reading 3.1.3
Guess the meaning of
unfamiliar words from
clues provided by
other words and by
context on a wide
range of familiar
topics and some
unfamiliar topics
Pre-lesson
complete Activity 5 in pairs. Give pupils a time limit before asking
for some volunteers to share their ideas.
Lesson delivery
This lesson focuses on Activity 4, p97 and Activities 1–4,
p98. Make sure all pupils have access to a print or digital
resource to look up words. Activity 4, p97 and Activities 1–4, p98
focus on developing the main and the complementary skill. Ask
pupils to work through the activities. Ask them to first use the
context and other clues given to try and guess the meaning of
any unknown words and then to use a dictionary/digital resource
to check meaning. See the Teacher’s Book for detailed
guidance.
Post-lesson
Ask pupils to review their learning in this lesson by getting them
to work in pairs and identify at least three new words or phrases
that they have learned in relation to the topic of work. When
pupils are ready, collect and share words/expressions as a
whole class.
English Download
98
89
the meaning of other words
related to jobs and work and
putting them into a sentence.
For example: co-creation;
collaboration; delegation;
employability; job security;
livelihood; off site; probation.

WEEK:
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Conditionals and
mixed conditionals
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Devise an activity or play a game to revise the conditionals and/or
mixed conditionals.
Lesson delivery
This lesson focuses on conditionals and mixed conditionals.
Activities 1–4, p99 and 1–4, p101. These activities focus on the
different uses of conditional sentences. See the Teacher’s Book
for detailed guidance. For Activities 2 and 3, p99, give pupils the
before collecting responses. For Activity 4 ask pupils to complete
the activity individually. Monitor and use this opportunity to note
who is competent in using conditionals and who needs further
practice. When ready, move on to p101. For Activity 3, give pupils
the opportunity to check and discuss their answers in small groups
the activity individually. Monitor and use this opportunity to note
who is competent in using mixed conditionals and who needs
further practice. You may need to ask pupils to complete some of
the activities as homework if time in the lesson is too short.
Post-lesson
Choose a post-lesson activity that summarises pupils learning in
this lesson. For example, ask pupils to write a sentence using
each of the conditionals relating to themselves.
English Download
Student’s Book, p99, and
p101
mixed conditionals relating to
their own lives i.e. If I hadn’t
been given a new pair of
trainers for my birthday, I
would still be wearing my old
pair now.
appropriate

WEEK:
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to the workplace and job interviews
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Listening 1.1.3
Recognise
independently
a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Devise an activity to revise conditional structures. For example see
the Extension Activity on p90, Teacher’s Book. Alternatively,
activate prior knowledge in this lesson by asking pupils to discuss
which kind of jobs they would not like to do in the future. When
ready, collect pupils’ ideas and open up to a class discussion.
Lesson delivery
This lesson focuses on Activities 1–3. Activities 1-–3 focus on
developing the main skill. Activity 3 also focuses on developing the
Post-lesson
words/adjectives describing how people feel – try to relate these to
feelings about work situations.
English Download
(see the audio text, p143–144

WEEK:
related to jobs and careers
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.1.4
Explain and justify
classmates or
others
Complementary
Skill
Speaking 2.1.3
Explain and justify
plans and ambitions
Pre-lesson
discuss the first question of Activity 4 (Do you believe that it’s
essential to go to university if you want to get a good job?).
Lesson delivery
developing the complementary skill. Activities 2–3, with an extension
focus on developing the main skill. To fully focus on the
complementary skill in Activity 1, ask pupils to explain their future
career plans/ambitions in some detail. When ready, go on to
Activities 2 and 3. See the Teacher’s Book for detailed guidance. To
fully focus on the main skill, once pupils have completed Activity 3,
tell pupils to find a new partner. Ask pupils to take it in turn to
explain the opinion/feelings/point of view of their previous partner to
their new partner. Tell pupils that they are not just telling what their
previous partner’s point of view is but are also justifying why that is
their opinion.
Post-lesson
this lesson. Alternatively, ask pupils to discuss the remaining three
questions in Activity 4.
English Download
93
‘Well, I think that…because
I…..’ or ‘In my opinion I would
prefer….. so that…’ so they
can use these in their
dialogue without having to
Book.
appropriate

WEEK:
related to jobs and careers
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1.
Communicate
information, ideas,
opinions, and
on familiar topics
Complementary
Skill
Speaking 2.1.
Communicate
information, ideas,
opinions, and
on familiar topics
Main Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
needs/interests, which will review language and/or vocabulary
and prepare the pupils for the lesson.
Lesson delivery
This lesson focuses on two speaking activities. In order to
focus on the main skill, ask pupils to describe how they would
feel about:
 not being allowed to go to university
 doing a university course remotely from home
 doing a 9–5 office job for your entire life
 being offered your dream job but having to work in Europe
 having a job you really enjoy but being paid very little
 if your partner/wife/husband had a better job than you and
wanted you to give up your job to look after the children
 working in a company where your
father/mother/sibling/wife/husband is the boss.
Monitor carefully, focusing on pupils’ ability to explain and
justify their feelings on the topics clearly, but do not intervene.
Make a note of any errors or any particular successful
responses and go over these with the class afterwards. When
ready, open up the topics for a class discussion.
In order to focus on the complementary skill, give pupils Task 1
of Speaking Part 2 from Sample Paper 2 from
https://www.cambridgeenglish.org/exams-and-
tests/first/preparation/
Monitor carefully, focusing on pupils’ ability to explain their
ideas about the two photos but do not intervene. Make a note
of any errors or any particularly successful responses and go
A Speaking task consisting of
two photos to compare. See
Task 1 of Speaking Part 2 from
Sample Paper 2.
Write the following on the
whiteboard.
How would you feel about:
 not being allowed to go to
university
 doing a university course
remotely from home
 doing a 9–5 office job for your
entire life
 being offered your dream job
but having to work in Europe
 having a job you really enjoy
but being paid very little
 if your wife/husband had a
better job than you and
wanted you to give up your job
to look after the children
 working in a company where
your father/mother/sibling/
wife/husband is the boss.
For differentiation
strategies, please refer
to the provided list of
differentiation
appropriate
strategy/strategies
based on the needs of
the pupils.

over these with the class afterwards. When ready, collect
pupils’ ideas.
Post-lesson
Choose an appropriate post-lesson activity that reviews pupils’
learning in the lesson and suits their needs/interests.

WEEK:
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of formal
letter writing, using phrases so that every sentence does
not begin with I
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.2.
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.1.1
Explain and
evaluate
(i) visual
(ii) read
(iii) heard
information
Complementary
Skill
Writing 4.2.3
Produce a plan or
draft and modify this
appropriately
independently
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to think
what information should be given on a curriculum vitae and what
information should they include in a letter of application. When ready,
collect pupils’ ideas and open up to a class discussion.
Lesson delivery
This lesson focuses on Activities 1–4. Activities 1 and 2 with an
extension focus on developing the complementary skill. Activities 3–4
focus on developing the main skill. Pupils complete Activities 1 and 2.
See the Teacher’s Book for detailed guidance. Then write on the
whiteboard: Summer holiday waiters/waitresses needed at our Rock
Café.
You need to:
 be good at working with people
 have a good knowledge of music
 be able to work under pressure during busy periods
Write saying why you would be suitable for the job to:
Marc Bolan, Manager. Ask pupils to produce a plan of their application
letter. Give a time limit. Monitor and help with phrases and grammar if
necessary but do not interrupt fluency. Complete Activity 3 and 4. See
the Teacher’s Book for detailed guidance.
Post-lesson
Having looked at a sample letter of application in Activity 4, ask pupils
to discuss in pairs how they would modify their letter plans/rough
drafts. When ready, collect pupils’ ideas.
English Download
Student’s Book,
p104–105
94
independently.
more teacher-led.
appropriate

WEEK:
TOPIC: A Hard Day’s Work CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of formal
letter writing, using phrases so that every sentence does
not begin with I
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Writing 4.2.1
Punctuate written
work on a range of
text types with
reasonable
accuracy
Complementary
Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
and some unfamiliar
topics
Pre-lesson
complete Activity 5. When ready, collect pupils’ ideas.
Lesson delivery
This lesson focuses on Activity 6. Activity 6 with an extension
focuses on developing the complementary and main skills. To fully
focus on the main skill, before completing Activity 6, recap on the
standard conventions of formal letter writing, paying particular
attention to punctuation i.e. The greeting is always followed by
a comma:
Dear Jana, or
Dear Mr Rickman,
If you are writing to a firm or an institution, and you have no name,
you may use the greeting Dear Sir/Madam.
The closing always takes a comma:
Yours sincerely, or
Yours faithfully,
Only the first word of the closing is capitalised. You close with Yours
sincerely when writing to a named person but Yours faithfully when
using the Dear Sir/Madam greeting.
Ask pupils to complete Activity 6. Ask them to pay particular attention
to punctuation. Monitor and help with formal phrases and punctuation
English Download
95
paragraph.
using the appropriate formal
tone and including the correct
their letters more concise.
a more detailed letter. Tell
appropriate

if necessary but do not interrupt fluency. Make a note of any mistakes
or successes to go over with the class at the end of the activity.
If possible, monitor the rough draft of each pupil. If time is limited, then
monitor those pupils who need the most help. If necessary, allow
pupils to complete the final draft of their letter for homework.
Post-lesson
lesson. Alternatively, ask pupils to review their learning in this lesson
by completing an exit card about the writing activities: ‘what they were
able to do well in the activities?’ and ‘what they found particularly
challenging about the activities?’ Collect the cards and use them for
planning subsequent lessons.

WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Literature in
Action 5.3
Express an
imaginative
response to
literary texts
Main Skill
Literature in
Action 5.3.1
Respond
imaginatively and
live performance of
stage plays
Other imaginative
responses as
appropriate
Note: this is the final Literature in Action lesson.

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

Unit 9
WEEK:
__
TOPIC: Getting Away CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to holiday and travel, scanning texts
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a variety
of texts by using a
range of appropriate
reading strategies
to construct meaning
Complementary
Skill
Reading 3.1
Understand a variety
of texts by using a
range of appropriate
reading strategies
to construct meaning
Main Skill
Reading 3.1.2
Understand specific
details and information
in extended texts on a
topics and some
unfamiliar topics
Complementary Skill
Reading 3.1.5
Recognise
independently the
attitude or opinion of
the writer in extended
texts on a wide range
of familiar topics and
Pre-lesson
discuss Activity 1, p109. Allow pupils to discuss their ideas in
pairs before opening up the discussion as a class to find out
which country the most pupils would like to visit.
Lesson delivery
This lesson focuses on Activities 1–4. Activity 1 focuses
on developing the complementary skill. Activities 2–3 focus
on developing the main skill. Work through Activities 1–4.
Post-lesson
Choose a post-lesson activity that summarises pupils’
learning in this lesson. For example, discuss the questions in
the Let’s talk about it! box in the Teacher’s Book, p98.
Note: By the end of this unit, ensure that Vocabulary sections
in the textbook are completed. These activities can be
divided into smaller, more manageable chunks, i.e. one or
two activities at a time. Choose which days to give homework
depending on what best suits the lessons and pupils’ needs.
English Download
Teacher’s Book, p98-99
locate the relevant
answer the questions.
Mirror this process for
questions 1–3 and allow
pupils to attempt 4–10
independently.
For additional
please refer to the
provided list of

WEEK:
TOPIC: Getting Away CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to holiday and travel
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Writing 4.2.1
Communicate
with appropriate
language, form
and style
Main Skill
Reading 3.1.4
Use independently
a range of familiar
print and digital
resources and
some unfamiliar
resources to check
meaning and
extend
understanding
Complementary
Skill
Writing 4.2.1
Punctuate written
work on a range of
text types with
reasonable
accuracy
Pre-lesson
Activity 1, p112 in pairs. When ready, collect pupils’ answers. Ask
which of the holiday activities they would most like to do.
Lesson delivery
This lesson focuses on Activities 5–6 and Vocabulary 1
Activities 2–4. Activity 6 focuses on developing the complementary
skill. Activity 5, p111 and Activities 2–4, p112 focus on developing
the main skill. In order to fully focus on the complementary skill, ask
pupils to complete Activity 6, paying particular attention to
punctuation. Before pupils start writing, quickly recap on the use of
relevant punctuation such as the colon when giving information,
E.G.
Cost: £199 per week. Included in the price: a single room, breakfast,
evening meals, all drinks, two local tours.
Monitor and help with vocabulary and punctuation if necessary but
do not interrupt fluency. Set a time limit so there is enough time to
cover the main skill.
Allow pupils access to dictionaries and/or digital resources. Work
through Activity 5, p111 and Activities 2–4 allowing pupils to check
meaning of words or phrases when necessary. See the Teacher’s
Post-lesson
work in pairs and identify at least three new words or phrases that
they have learned in relation to the topic of holidays. When pupils
are ready, collect and share words/expressions as a whole class.
English Download
112
100
the needs of the pupils

WEEK:
TOPIC: Getting Away CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Gerunds and infinitives;
make and let; comparison of adjectives and adverbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Devise an activity or play a game to demonstrate the difference
between ‘make someone do something’ and ‘let someone do
something’. Alternatively, write the two forms on the board and ask
pupils to explain the difference.
Lesson delivery
This lesson focuses on gerunds and infinitives; make and let;
comparison of adjectives and adverbs. Activities 1–3, p113 and
1–4 p115. These activities focus on the different uses of the passive
voice. See the Teacher’s Book for detailed guidance. For Activities 2
and 3, p113 give pupils the opportunity to check and discuss their
answers in small groups before collecting responses. Monitor the
discussions and use the opportunity to note who is competent in
using the gerunds or infinitives and who needs further practice.
When ready, move on to p115. For Activities 2 and 3, give pupils the
is competent in using adjectives and adverbs of comparison and
who needs further practice. You may need to ask pupils to complete
some of the activities as homework if time in the lesson is too short.
Post-lesson
this lesson. For example, ask pupils to write sentences using
adjectives and adverbs of comparison to describe their own past
holiday experiences.
English Download
p115
102
two comparative and two
superlative sentences about
holiday destinations in
Malaysia. For example: The
beaches around the
Perhentian Island is more
popular with tourists than
Morib beach.
appropriate

WEEK:
TOPIC: Getting Away CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with holidays, note taking, using
words heard to complete notes
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.2
Use appropriate
listening
strategies in a
variety of contexts
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Listening 1.2.1
Guess the meaning
of unfamiliar words
from clues provided
by other words and
range of familiar
topics and some
unfamiliar topics
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
and some unfamiliar
topics
Pre-lesson
Activate prior knowledge in this lesson by asking pupils: what is their
idea of a holiday camp? Have any of them been to summer holiday
camps during school holidays? Do they think holiday camps for
children during school holidays are a good thing? What do they think
about holiday camps for families? What are the pros and cons of
holiday camps?
Lesson delivery
complementary skill. Work through Activities 1–4. See the Teacher’s
Post-lesson
words and phrases connected with the media introduced in the unit
so far.
English Download
pupils by finding challenging
words in the audio text and
listing them on the
whiteboard. Ask pupils to
listen out for the words and
try to guess the meaning by
the clues provided by the
context the words are in.
appropriate

WEEK:
__ LESSON 81 (Listening 13) MAIN SKILL(S) FOCUS: Listening THEME: Teacher to select
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 1.3
Recognise
features of
spoken genres on
familiar topics
Main Skill
Listening 1.1.6
Understand
independently
longer more
complex narratives
on a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 1.3.1
features at word,
sentence and text
levels of a range of
spoken genres
Pre-lesson
Lesson delivery
This lesson focuses on a listening activity. See Part 2, Listening
from Sample Paper 1 about spectacled bears from the following site:
In order to focus on the complementary skill, give learners a copy of
the audio text with gaps. Ask pupils to work in pairs and read the
text. For each gap decide what information is missing, what type of
word is missing i.e. a noun, adjective, verb, etc. and give possible
examples of the missing words. Monitor and help those who are
struggling by mirroring how to decide what type of word is missing.
When ready, collect pupils’ ideas. To focus on the main activity, play
the audio and ask pupils to complete the gaps. Play the audio twice
without stopping. At this stage you may want to ask pupils to work
independently so you can monitor and use the activity to see who is
competent at listening tasks and who needs further practice.
Post-lesson
Choose an appropriate post-lesson activity that reviews the lessons
activities and suits pupils’ needs/interests.
A gap-fill Listening task
of a woman talking
about spectacled
bears. See Part 2
Paper 1 for activity or
teacher’s own
materials.

WEEK:
TOPIC: Getting Away CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to holidays, justifying your opinion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.1.4
Explain and justify
classmates or
others
Complementary
Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Pre-lesson
Lesson delivery
This lesson focuses on Activities 2–3. Activities 2 and 3 with an
extension focus on developing the main skill. Activities 2 and 3 focus
on developing the complementary skill. Work through Activity 2. See
the Teacher’s Book for detailed guidance. To make Activity 3 more
relevant to your pupils, tell them that their English friend’s family is
coming to Malaysia (none of the other details change). Ask pupils to
replace Italy, France, Spain and England with places in Malaysia i.e.
an all-inclusive resort in Langkawi. Ask pupils to work in pairs and
discuss the advantages and disadvantages of each destination.
When ready, each pupil should choose one destination that they
think will best suit the English family’s needs and explain to their
partner why. To fully focus on the main skill, once pupils have
completed Activity 3, tell them to work with a new partner and take it
in turns to explain and justify the choice of their previous partners.
When ready, collect some pupils’ ideas and open up the discussion
as a whole class.
Post-lesson
this lesson. For example, you could ask pupils to discuss the
questions in Activity 4 in pairs or have a class discussion.
English Download
104
‘Yes, that’s a good idea but in
my opinion…’ or ‘I believe
you’re right because… or ‘I
don’t agree with you
because…’ so they can use
these in their dialogue without
Student’s Book.
appropriate

WEEK:
related to holidays, using adjectives to describe facts
and opinions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Writing 4.1.1
Explain and
evaluate
(i) visual
(ii) read
(iii) heard
information
Complementary
Skill
Writing 4.1.4
Express and
respond to real or
imagined opinions
and feelings
Pre-lesson
Explain that in many countries, between the end of the final school
year and before going to university, many teenagers choose to go
on a special holiday in a group together. Ask pupils to decide what
sort of holiday they would like to go on and where with a group of
their friends. When ready, collect pupils’ ideas.
Lesson delivery
This lesson focuses on Activities 1–6. Activities 1–4 with an
extension focus on developing the complementary skill. Activities 5–
6 focus on developing the main skill. Work through Activities 1–4.
See the Teacher’s Book for detailed guidance. In order to fully focus
on the complementary skill, ask pupils to work with a different
partner from the pre-lesson activity. Ask pupils to think together of a
destination for a holiday with a group of their teenage friends. They
should then decide whether their review will be positive or negative,
and then what their opinion is about the place, the food and the
activities available. Ask pupils to make rough notes of their ideas to
use in the next lesson. Work through Activities 5 and 6. At the end of
Activity 6, ask pupils to evaluate if the review in Activity 5 is a well-
written review and explain why/why not.
Post-lesson
lesson. For example, collect pupils’ ideas about which places are
good for groups of teenagers to visit and why. Have a class
discussion.
English Download
119
105
independently.
more teacher-led.
appropriate

WEEK:
related to holidays, using adjectives to describe facts
and opinions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.1.2
Explain advantages
and disadvantages
of
i) ideas
ii) plans or
iii) arrangements
Complementary
Skill
Writing 4.2.2
Spell written work
on a range of text
types with
reasonable
accuracy
Pre-lesson
Have a class discussion about the place described in the review in
Activity 5. Ask pupils if they would like to stay there and to explain
why/why not.
Lesson delivery
complementary skill. Work through Activities 7 and 8. See the
Teacher’s Book for detailed guidance. Read the Download Box
together, reminding pupils to use adjectives to show opinion and
that a review can include both positive and negative comments. In
order to fully focus on the main skill, tell pupils they must include a
mixture of advantages and disadvantages but if the review is
positive, there will be more advantages and if the review is negative,
there will be more disadvantages. Ask them to use the language in
the language bank to help them and that they should focus on
correct spelling. While pupils write their reviews, monitor to check
that they are using the appropriate language and correct spelling.
allow pupils to complete the final draft of their reviews for homework.
Post-lesson
subsequent lessons.
English Download
p106
paragraph.
expressing their opinions
clearly and including relevant
vocabulary spelt correctly
(see Language Bank) to
make their reviews more
concise.
a more detailed reviews Tell
appropriate

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

Unit 10
WEEK:
__
TOPIC: Where on Earth? CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases related
to culture, answering multiple-choice questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.2
Explore and
expand ideas for
personal
development by
reading
independently and
widely
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.2.1
Read a variety of
suitable print and
digital texts to
investigate and
analyse global
issues
Complementary
Skill
Reading 3.1.1
Understand the
main points in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Activities 1–3, p121, Student’s Book. See the Teacher’s Book for
detailed guidance. When ready, collect pupils’ ideas to share with
the class.
Lesson delivery
This lesson focuses on Activities 1 and 3. Activities 1–3 focus on
developing the main skill. Activities 2–3 focus on developing the
Post-lesson
lesson. For example, discuss the question in the Extension Activity
Box about the Arabian Oryx Sanctuary in the Teacher’s Book p109.
English Download
locate the relevant
information in the texts to
questions. Mirror this
process for Questions 1–3
and allow pupils to attempt
4–8 independently.
For additional
please refer to the
provided list of

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to culture, answering multiple-choice questions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Reading 3.1.4
Use independently
a range of familiar
print and digital
resources and
some unfamiliar
resources to check
meaning and
extend
understanding
Pre-lesson
Ask pupils to complete Activity 5 in small groups of three or four.
When ready, collect pupils’ ideas and discuss as a class.
Lesson delivery
This lesson focuses on Activity 4, p123 and Activities 1–4 p124.
Activity 4 focuses on developing the main skill. Depending on the
proficiency level of your pupils, you may want to add more
words/phrases to find (see differentiation) Activities 3–4, p124
focuses on developing the complementary skill. Work through
Activities 1–2 as a class. To focus on the complementary skill in
Activities 3 and 4, allow pupils to look up any unknown words in a
printed dictionary or online. See the Teacher’s Book for detailed
guidance.
Post-lesson
work in pairs and identify at least three new words or phrases that
they have learned in relation to the topic of the media. When pupils
are ready, collect and share words/expressions as a whole class.
English Download
124
more words/phrases in
Activity 4. Choose words that
are not familiar to them and
ask pupils to use the context
they are in to guess the
meaning of the word and to
write a definition. Point out in
which text the word/phrase
can be found.
appropriate

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Reported speech:
statements, questions, commands and requests and
reporting verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Devise an activity or game to revise reported speech.
Lesson delivery
This lesson focuses on reported speech: statements,
questions, commands and requests and reporting verbs.
Activities 1–3, p125 and 1–4, p127. These activities focus on the
different uses of reported speech. See the Teacher’s Book for
detailed guidance. For Activities 2 and 3, p125 give pupils the
before collecting responses. When ready, move on to p127. For
Activities 2 and 3, give pupils the opportunity to check and discuss
their answers in small groups before collecting responses. For
Activity 4, ask pupils to complete the activity individually. Monitor
and use this opportunity to note who is competent in using reported
verbs and who needs further practice. You may need to ask pupils
to complete some of the activities as homework if time in the lesson
is too short.
Post-lesson
this lesson. For example, ask pupils to write sentences in the active
form individually then swap them with a partner and change the
active sentences into the passive form.
English Download
p127
112
a statement, a question, a
command and a request in
direct speech. Ask them to
swap with a partner who then
writes the reported forms.
Pupils check each other’s
work.
appropriate

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with the health of babies
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand meaning in
a variety of familiar
contexts
Complementary Skill
Listening 1.2
Use appropriate
listening strategies in a
variety of contexts
Main Skill
Listening 1.1.1
Understand
independently the main
ideas in extended texts
on a wide range of
familiar topics and
Complementary Skill
Listening 1.2.1
Guess the meaning of
unfamiliar words from
clues provided by other
words and by context
on a wide range of
familiar topics and
Pre-lesson
Devise an activity to revise passive structures. For example,
see the Extension Activity, bottom of p80 Teacher’s Book.
Alternatively, activate prior knowledge in this lesson by asking
pupils to complete the activities in the Let’s talk about it! Box,
p78, Teacher’s Book.
Lesson delivery
This lesson focuses on Activities 1–3. Activities 1–2 focus
on developing the complementary skill. Activity 3 focuses on
guidance.
Post-lesson
Play a game such as word bingo or true/false definitions to
revise words and phrases connected with the media
introduced in the unit so far.
English Download
Student’s Book,
p128
Teacher’s Book,
p112–113
appropriate

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Listening 1.1.6
Understand
independently
longer more
complex narratives
on a wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.4
Explain and justify
classmates or
others
Pre-lesson
Lesson delivery
This lesson focuses on a listening activity. In order to focus on
the main activity, source an audio of an extract from a narrative at a
suitable level for your pupils. If you are unable to find an audio, then
read aloud a suitable extract from an unfamiliar fiction book. In order
to expose pupils to different accents you might want to ask another
teacher to record themselves reading the extract. Teachers should
link the complementary skill with the main listening activity by asking
pupils to explain/justify the point of view of classmates or others in
relation to the listening text.
Post-lesson
A listening activity
sourced by teachers

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to learning in another country and travelling
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.1.3
Explain and justify
plans and ambitions
Complementary
Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Pre-lesson
Lesson delivery
focuses on developing the main and complementary skill. Work
through Activity 2. See the Teacher’s Book for detailed guidance. To
fully focus on the main skill in Activity 3, tell Student A that they
should choose one of the two options given i) English course in
Britain or ii) travelling in Europe) and explain to Student B their
future plan to go to university in Britain and do option i) or ii). Explain
the reasons for doing both and how Student A hopes it will benefit
them in the future. Student B should talk about the advantages and
disadvantages of Student A going to university in Britain and the
activity i) or ii) that Student A chose. When ready, Students A and B
swap roles and Student B can plan to do the alternative activity to
Student A. Student B explains his/her future plan i) or ii) and why
they want to do it. Student A talks about the advantages and
disadvantages.
Post-lesson
this lesson. For example, ask pupils to complete activity 5 in pairs
and then open up the questions for a class debate.
English Download
p140
Student’s Book.
appropriate

WEEK:
__
LESSON 92 (Speaking 15) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.3
Use appropriate
communication
strategies
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.3.1
Keep interaction
going in discourse-
level exchanges by
paraphrasing and
rephrasing
appropriately
Complementary
Skill
Speaking 2.1.3
Explain and justify
plans and ambitions
Pre-lesson
Lesson delivery
This lesson focuses on a speaking activity. In order to focus on
the main activity, source an activity that is at a suitable level for your
pupils. Make sure you plan an activity that addresses the main and
complementary skills selected for this lesson as they require more
attention at this point in the year. Teachers should link the
complementary skill with the main speaking activity by asking pupils
to explain/justify plans of ambitions in relation to the speaking
activity while maintaining the focus of the lesson, i.e. keeping
interaction going in discourse-level by paraphrasing and rephrasing
appropriately. Help your pupils if they find paraphrasing and
rephrasing challenging be demonstrating examples.
Post-lesson
A speaking activity
sourced by teachers

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Using words and
phrases to link paragraphs and sentences
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Writing 4.1.5
Organise, sequence
and develop ideas
within a text of
several paragraphs
on familiar topics
and some unfamiliar
topics
Complementary
Skill
Writing 4.1.3
Explain the main
points for and
against an idea or
argument
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking pupils to work
in pairs and complete activity 1 and 2. Ask pupils to think of other
connective words and phrases which link contrasting and similar
ideas.
Give a time limit. When ready, collect pupils’ ideas and list the
connectives under the relevant headings (contrasting ideas/similar
ideas) on the whiteboard. (See materials/references)
Lesson delivery
developing the main skill. Activity 3, with an extension, also focuses
on developing the complementary skill. Work through Activity 3. See
the Teacher’s Book for detailed guidance. In order to focus on the
complementary skill, ask pupils to look at the essay question in
Activity 3 and make a list of points for and points against a young
person adding to their education by staying in another country. Tell
them to give an example for each specific reason for and against.
When ready, collect pupils’ ideas.
Post-lesson
lesson. For example, ask pupils to share their ideas from the
extension to Activity 3. You could focus on the ideas against as
Activity 5 discussed ideas for.
English Download
Student’s Book,
p130–131
Teacher’s Book,
p114–115
Possible ideas
include:
Contrasting ideas
but, in contrast,
conversely, however,
still, nevertheless,
nonetheless, yet, and
yet, on the other
hand, on the contrary,
or, in spite of this,
actually, in fact.
Similar ideas
and, also, besides,
further, furthermore,
too, moreover, in
addition, then, of
equal importance,
equally important,
another.
independently.
more teacher-led.
appropriate

WEEK:
TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Writing longer
sentences, using words and phrases to link paragraphs
and sentences
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Complementary
Skill
Writing 4.1
Communicate
print and digital
media on familiar
topics
Main Skill
Writing 4.1.3
Explain the main
points for and
against an idea or
argument
Complementary
Skill
Writing 4.1.5
Organise,
sequence and
develop ideas
within a text of
several
paragraphs on
familiar topics and
some unfamiliar
topics
Pre-lesson
Choose a pre-lesson activity that activates pupils’ prior knowledge in the lesson.
For example, revise the uses of different connective words and phrases used in
writing bias or balanced arguments.
Lesson delivery
This lesson focuses on Activities 6–7. Activity 6 focuses on developing the
complementary skill. Activity 7, with an extension, focuses on developing the
main skill. Complete activity 6. See the Teacher’s Book for detailed guidance.
After completing Activity 6, ask pupils to close their books. Write on the
whiteboard: ‘Should young people leave home when they start working to
become independent or should they remain living at home?’ Ask pupils to work
in pairs and make a list of ideas for and against living independently or remaining
in the family home. When ready, collect pupils’ ideas. For Activity 7, tell pupils
they can follow the plan given in the book for writing a biased argument or they
can follow the plan below for a balanced argument.
 Paragraph 1: Introduce the topic
 Paragraph 2: three reasons for statement with examples
 Paragraph 3: three reasons against statement with examples
 Paragraph 4: summarise ideas and give your own opinion with reason or
comment
As pupils write, monitor to check that they are using connectives appropriately
and relevant vocabulary from the Language Bank.
If possible, monitor the rough draft of each pupil. If time is limited, then monitor
those pupils who need the most help. If necessary, allow pupils to complete the
final draft of their essay (biased or balanced argument) for homework.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit card about
the writing activities: ‘what they were able to do well in the activities?’ and ‘what
they found particularly challenging about the activities?’ Collect the cards and
use them for planning subsequent lessons.
English Download
Student’s Book,
p131
Teacher’s Book,
p115
Allow less proficient
pupils to write shorter
paragraphs of two ideas
for and against. If
necessary, give them
the opening sentence to
each paragraph.
Monitor to check that
they are using the
appropriate connectives
as well as relevant
vocabulary (see
Language Bank) to
communicate their ideas
effectively.
Challenge more
proficient pupils by
asking them to write a
more detailed report
giving more ideas for
and against. Tell them
to use 200–250 words.
For additional
please refer to the
provided list of
strategy/strategies
based on the needs of
the pupils.

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

Unit 11
WEEK:
__
LESSON 96 (Reading 17) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to technology, identifying sentences that explain
something in a text
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other words and
by context on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Activities 1–2. See the Teacher’s Book for detailed guidance. When
ready collect pupils’ ideas to share with the class.
Lesson delivery
This lesson focuses on Activities 3–5. Activities 3 and 5, with an
extension, focus on developing the main skill. Activity 4 focuses on
developing the complementary skill. Complete Activity 3. See the
Teacher’s Book for detailed guidance. In order to fully focus on the
main skill, move on to Activity 5. Depending on the proficiency of
your pupils you may want to add more unfamiliar words from the text
for learners to guess the meaning from context (see differentiation
strategies). When ready, collect pupils’ answers. Complete Activity
4.
Post-lesson
this lesson. For example, discuss the questions in Activity 6.
English Download
twiddle your thumbs: be
bored or idle
off grid: not using public
energy
converting: change
form/function
motion: movement
generate: produce/create
locate the relevant
information in the text to
help them find the
meaning of words in
context. Use this process
for questions 1–3 and
allow pupils to attempt 4–6
independently or
by helping them place the
right sentence in the right
gap by looking for clues in
the gap sentences or
around the gaps. Mirror
how to use this process for
questions A–C and allow
pupils to attempt D–G
independently.
For additional
please refer to the
provided list of
strategy/ strategies based

WEEK:
__ LESSON 97 (Language Awareness 11) MAIN SKILL(S) FOCUS: Language Awareness THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Causative forms,
wishes and preferences
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
Devise an activity or game to revise reported speech.
Lesson delivery
This lesson focuses on causative forms, wishes and
preferences. Activities 1-4, p139 and 1-4, p141. These activities
focus on causative forms have/get something done and have
somebody do something/get someone to do something, wishes, and
preferences. See the Teacher’s Book for detailed guidance. For
Activities 2 and 3, p139, give pupils the opportunity to check and
discuss their answers in small groups before collecting responses.
For Activity 4, ask pupils to complete the activity individually. Monitor
and use this opportunity to note who is competent in using causative
forms and who needs further practice. When ready, move on to
p141. For Activities 2 and 3, give pupils the opportunity to check and
discuss their answers in small groups before collecting responses.
For Activity 4, ask pupils to complete the activity individually. Monitor
and use this opportunity to note who is competent in using
prefer/would rather and who needs further practice. You may need
to ask pupils to complete some of the activities as homework if time
in the lesson is too short.
Post-lesson
this lesson. For example, ask pupils to write three sentences about
something they wish were different in their lives. When ready share
their sentences with a partner.
English Download
p141
123
pupils telling them to imagine
they have lost or broken their
new mobile phone. Ask them
to write sentences about it
using ‘I wish/if only…’
appropriate

WEEK:
__ LESSON 98 (Listening 16) MAIN SKILL(S) FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with photography
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand meaning
contexts
Complementary
Skill
Listening 1.1
Understand meaning
contexts
Main Skill
Listening 1.1.1
Understand
independently the
main ideas in
extended texts on a
topics and some
unfamiliar topics
Complementary
Skill
Listening 1.1.3
Recognise
independently
in extended texts on a
topics and some
unfamiliar topics
Pre-lesson
Ask pupils whether they take a lot of photos on their phones.
What do they do with the pictures afterwards? Do they save
them or upload them somewhere? What happens if they lose
their phones?
Lesson delivery
developing the main and the complementary skill. Work
through Activities 1-3 in order. See the Teacher’s Book for
detailed guidance.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning
in this lesson. For example, put more words on the whiteboard
and ask pupils to find different derivatives of the words. For
example the adjective and adverb of the noun medicine.
English Download
appropriate

WEEK:
__ LESSON 99 (Listening 17) MAIN SKILL(S) FOCUS: Listening THEME: Teacher to select
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.2
Understand
meaning in a
variety of familiar
contexts
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Main Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
and some unfamiliar
topics
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’ needs/interests,
which will review language and/or vocabulary and prepare the pupils for the
lesson.
Lesson delivery
This lesson focuses on a Listening activity.
Remind pupils about the discussions they had in the previous unit about
working in a different country. Ask if anyone would like to live in another
country or at least experience working for a short while in another country.
Ask if any pupils have been to Australia. What do they know about Australia?
In order to focus on the complementary skill, give learners a copy of the
audio text with the gaps. Ask pupils to work in pairs and read the text. For
each gap decide what information is missing, what type of word(s) is/are
missing i.e. a noun, adjective, verb, etc. and give possible examples of the
missing words. Remind pupils that they did the same activity in Unit 9.
Monitor and help those who are struggling by mirroring how to decide what
type of word is missing. When ready, collect pupils’ ideas. To focus on the
main skill, play the audio and ask pupils to complete the gaps. Play the audio
twice without stopping. At this stage ask pupils to work independently so you
can monitor and use the activity to see who is competent at listening tasks
and who needs further practice.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit card:
‘what they were able to do well in the activities?’ and ‘what they found
particularly challenging about the activities?’ Collect the cards and use them
for planning subsequent lessons.
A Listening activity of a
man talking about his
experience of working
in Australia. It is a gap
fill activity. See Part 2
teacher’s own
materials.
For differentiation
strategies, please
refer to the provided
list of differentiation
appropriate
strategy/strategies
based on the needs
of the pupils.

WEEK:
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to leisure time activities and ways of studying
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.4.1
Explain the main
argument
Complementary
Skill
Speaking 2.1.2
Ask about and
explain advantages
and disadvantages
of
ideas
plans
arrangements
Pre-lesson
Lesson delivery
developing the main and complementary skill. Work through Activity
2. See the Teacher’s Book for detailed guidance. To focus on the
main skill in Activity 3, tell Student A that they should explain the
main reasons why playing on the play station/video games and
doing exercise in the fresh air are both popular activities. Student B
should talk about the advantages and disadvantages of both. When
ready, Students A and B swap roles and Student B explains why
he/she thinks they spend/don’t spend too much time on the
computer. Student A should discuss the advantages and
disadvantages of studying using books and studying on the
computer. See the Teacher’s Book for detailed guidance.
Post-lesson
this lesson. For example, ask pupils to complete Activity 4 in pairs
then open up the questions for a class debate.
English Download
125
Student’s Book.
appropriate

WEEK:
__ LESSON 101 (Speaking 17) MAIN SKILL(S) FOCUS: Speaking THEME: Teacher to select
TOPIC: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Speaking 2.1.5
Explain and justify
own feelings or
those of others
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
Lesson delivery
This lesson focuses on Speaking activities from
https://www.cambridgeenglish.org/exams-and-tests/first
/preparation/
Ask pupils to work in pairs. Student A should act as the interloper
while Student B is the interviewee. Give pupils a time limit to
complete the activity. Monitor and help with wording if necessary.
Make a note of any mistakes or successes to go over with the class
afterwards. When ready, ask pupils to work with a new partner. This
time, Student B is the interloper and Student A is the interviewee.
Again, monitor carefully. When ready, move on to Part 2. Give out
copies of the photos of people looking at things. To focus on the
main skill ask pupils to first describe what the people are doing and
then describe how the two activities make them feel i.e. how they
feel when they look at works of art in an environment such as a
gallery and how they feel when they go shopping for clothes. Again,
monitor by paying special attention to pupils’ ability to express their
own feelings. Give the class feedback describing any mistakes as
well as any successes.
Post-lesson
Two speaking activities
from a Speaking task.
The first activity is
answering general
questions the second
activity is a picture-
based activity. See Part
1 and Part 2 pictures
from Task 2 (people
looking at a picture in a
gallery and a woman
looking at clothes) from
Sample Paper 2 for
activity or use other
sources or teacher’s
own materials.
appropriate

WEEK:
TOPIC: High-Tech World CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to preferences, conditional sentences, adjectives
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.1
Communicate
print and digital media
on familiar topics
Complementary
Skill
Writing 4.1
Communicate
print and digital media
on familiar topics
Main Skill
Writing 4.1.3
Explain the main
points for and
against an idea or
argument
Complementary
Skill
Writing 4.1.4
Express and
respond to real or
imagined opinions
and feelings
Pre-lesson
Activate prior knowledge in the lesson’s topic by asking
pupils to work in pairs and discuss their answers to Activity
3. When ready collect pupils’ ideas.
Lesson delivery
This lesson focuses on Activities 4–6. Activities 4–6
focus on developing the main skill. Activity 6 also focuses
on developing the complementary skill. Work through
Activities 4–6. See the Teacher’s Book for detailed
guidance. If possible, monitor the rough draft of each pupil.
If time is limited, then monitor those pupils who need the
most help. If necessary, allow pupils to complete the final
draft of their articles for homework.
Post-lesson
Ask pupils to review their learning in this lesson by
completing an exit card about the writing activities: ‘what
they were able to do well in the activities?’ and ‘what they
found particularly challenging about the activities?’ Collect
the cards and use them for planning subsequent lessons.
English Download
145
126
write shorter paragraphs or only
1–2 paragraphs giving one or two
reasons and relevant
explanation. If necessary, give
them the opening sentence to
each paragraph.
using the appropriate paragraphs
as well as relevant and correctly
spelt vocabulary (see Language
Bank) to communicate their ideas
effectively.
detailed article giving more ideas
for and against. Tell them to use
200–250 words.

SCHEME OF WORK: TEXTBOOK /NON-TEXTBOOK LESSON (UNIT 11)
WEEK:
select
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teachers to select
an appropriate
main skill and
complementary
skill based on
and interests
Teachers to select
an appropriate main
skill and
complementary skill
based on their
pupils’ needs and
interests
English Download
or other resources

Unit 12
WEEK:
__
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to services and people helping
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Reading 3.1
Understand a
variety of texts by
using a range of
appropriate
reading strategies
to construct
meaning
Complementary
Skill
Speaking 2.1
Communicate
information, ideas,
opinions and
on familiar topics
Main Skill
Reading 3.1.2
Understand specific
details and
information in
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Complementary
Skill
Speaking 2.1.1
Explain information
on familiar topics
from diagrams,
charts, tables,
graphs or other
visuals
Pre-lesson
Activities 1–2, p147 Student’s Book. See the Teacher’s Book for detailed
guidance. When ready collect pupils’ ideas to share with the class.
Lesson delivery
This lesson focuses on Activities 1–5. Activities 1–2 focus on developing
the complementary skill. Activities 3–5 focus on developing the main skill.
Post-lesson
lesson. For example, discuss the questions in the Let’s talk about it! box in
the Teacher’s Book, p128.
textbook are completed. These activities can be divided into smaller, more
manageable chunks, i.e. one or two activities at a time. Choose which days
to give homework depending on what best suits the lessons and pupils’
needs.
English Download
Student’s Book,
p1147–149
Teacher’s Book,
p128–129
locate the relevant
information in the texts to
questions. Mirror this
process for questions 1–3
and allow pupils to attempt
4–6 independently.
For additional
please refer to the
provided list of

WEEK:
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Question tags,
pronouns and the structures not only…but, had better,
and it’s about/high time
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
This is a
grammar-focused
lesson so
listening,
speaking, reading
and writing skills
are not explicitly
covered
This is a grammar-
focused lesson so
reading and writing
skills are not
explicitly covered
Pre-lesson
needs/interests, which will review the relevant grammar and prepare
the pupils for the lesson.
Lesson delivery
This lesson focuses on question tags, pronouns and the
structures not only…but, had better, and it’s about/high time.
Activities 1–4, p151 and 1–4, p153. See the Teacher’s Book for
detailed guidance. For Activities 2 and 3, p151, give pupils the
is competent in using pronouns and who needs further practice.
When ready, move on to p153. For Activities 2 and 3, give pupils the
is competent in using the different structures and who needs further
Post-lesson
this lesson. For example, by making a statement and getting pupils
to give the correct tag.
English Download
p153
133
complete one of the extension
activities on p131 or p133 of
the Teacher’s Book.
appropriate

WEEK:
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases on charities and helping others
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.3
Recognise
features of
spoken genres on
familiar topics
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Listening 1.3.1
features at word,
sentence and text
levels of a range of
spoken genres.
Complementary
Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of topics
and some unfamiliar
topics
familiar
Pre-lesson
needs/interests and prepares them for the lesson.
Lesson delivery
This lesson focuses on Activities 1–3. Activity 3 focuses on developing
the complementary skill. An extension of Activity 3 focuses on developing
the main skill. Complete Activities 1 and 2 which prepare the pupils for
Activity 3. See the Teacher’s Book for detailed guidance.
In order to focus on the main skill, before pupils listen to the audio, ask
them to think of what a good announcement that is advertising a charity
does, i.e. appeals to listeners, encourages listeners’ interest in the topic,
gains listeners’ sympathy. When ready, collect pupils’ ideas. Ask pupils to
listen to the audio and make a list of the typical features of a radio
announcement advertising a charity that they hear. Allow a second
listening if necessary. Then play again to allow pupils to answer the
comprehension questions in Activity 3.
Typical features include:
 asking direct questions to the listener
 empathising with listeners
 tag questions
 fillers/hesitation markers (well…)
 punctuation/exclamation marks
 language of persuasion/showing how simple it is to join.
Post-lesson
Play a game such as word bingo or true/false definitions to revise words
and phrases connected with the charities introduced in the unit so far.
English
Download
Student’s Book,
p154
Teacher’s Book,
p133, p146
appropriate

WEEK:
TOPIC: Shopping Therapy CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Narrative dialogues
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening 1.1
Understand
meaning in a
variety of familiar
contexts
Main Skill
Listening 1.1.2
Understand
independently
and details in
extended texts on a
wide range of
familiar topics
and some unfamiliar
topics
Complementary
Skill
Listening 1.1.3
Recognise
independently
a wide range of
familiar topics and
some unfamiliar
topics
Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’ needs/interests
and prepares them for the lesson.
Lesson delivery
This lesson focuses on one or two listening activities from
These focus on developing the main and complementary skill. Remind
pupils of the previous listening lesson where they had to choose the correct
answer from three picture options. Explain that they will be doing a similar
activity but this time the three options are in written form. Explain to pupils
that they will hear people talking in eight different situations and must
answer the questions about the situations. Give pupils time to read the
answer options and go over any unknown vocabulary. At the end of the
activity, ask pupils to give feedback about what was easy and what they
found challenging. You can ask pupils to write their reflections in their
personal learning diary. Depending on your pupils’ proficiency and the time
available you may wish to complete a second listening activity. The second
listening is similar to the first. Again pupils have to choose the correct
answer from three different options. This time the audio is an extended
interview with a woman called Rachel who works in an art gallery shop.
Give pupils time to read the answer options and go over any unknown
vocabulary. At the end of the activity, ask pupils to give feedback about
what was easy and what they found challenging. How did they feel it
compared in difficulty with the first listening activity?
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit card
about the listening activities: ‘what they were able to do well in the
activities?’ and ‘what they found particularly challenging about the
activities?’ Collect the cards and use them for planning subsequent
lessons.
The first listening
recording is of people
talking to each other
in different situations.
The second listening
recording is of a
woman talking about
spectacled bears.
See Part 1 and Part 4
Listening from
Sample Paper 1 for
examples or use
other sources or
teacher’s own
materials.
For differentiation

WEEK:
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to voluntary work, making decisions, clarifying
ideas
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.2.1
Use register
appropriately
Complementary
Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Main Skill
Speaking 2.2.1
Use formal and
informal registers
appropriately in
most familiar and
some unfamiliar
contexts
Complementary
Skill
Speaking 2.4.1
Explain the main
argument
Pre-lesson
open up the discussion as a whole class. See the Teacher’s Book for
detailed guidance.
Lesson delivery
This lesson focuses on Activities 2–3. Activity 3, with an extension,
focuses on developing the main and complementary skill. Work
through Activities 2 and 3. See the Teacher’s Book for detailed
guidance. To fully focus on the main and complementary skills in
Activity 3, tell pupils that they are going to present their ideas to a
committee from the local council. They must explain the main points
of the two ideas that they have chosen regarding keeping the youth
centre open. Put pupils in groups to give their talks. Ask both pupils to
be part of the talk – one pupil can present one idea, the other pupil
can present the second idea. Remind pupils that they must use a
formal register to communicate with the committee members who will
be the other group members. Monitor carefully, focusing on pupils’
ability to explain their points of view clearly and to use an appropriate
formal register, but do not intervene. Make a note of any errors or any
particularly successful responses and go over these with the class
after the activity finishes.
Post-lesson
lesson. For example, ask pupils to complete Activity 4 in pairs, and
then open up the questions for a class debate.
English Download
Teacher’s Book,
p133–134
such as ‘we believe that…’, ‘It
is important that...’, ‘Not only
that but…’ so they can use
these in their dialogue.
appropriate

WEEK:
__ LESSON 109 (Speaking 19) MAIN SKILL(S) FOCUS: Speaking THEME: Teacher to decide
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to decide
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Speaking 2.4
Communicate
appropriately to a
small or large
group on familiar
topics
Complementary
Skill
Speaking 2.3
Use appropriate
communication
strategies
Main Skill
Speaking 2.4.1
Explain the main
argument
Complementary
Skill
Speaking 2.3.1
Keep interaction
going in discourse-
level exchanges by
paraphrasing and
rephrasing
appropriately
Pre-lesson
Lesson delivery
This lesson focuses on speaking activities:
Pupils work in small groups of three or four. Give out a print-out of
Task 21 or copy the mind map onto the whiteboard. Pupils have
done a similar activity in this unit of the textbook. Monitor and help
with wording if necessary. Pay special attention to cohesion and
pupils’ ability to argue their point of view clearly. Make a note of any
mistakes or successes to go over with the class afterwards. When
ready, open up as a class discussion. Move on to Part 4. Remind
pupils how to keep interaction going by paraphrasing and adding to
someone else’s ideas. Set pupils a time limit to discuss each of the
questions. Again monitor this time paying special attention to pupils’
ability to keep interaction going and use of paraphrasing. When
ready, open up as a class discussion. Use this time to give feedback
on any particular successes and any common mistakes.
Post-lesson
exit card about the speaking activities: ‘what they were able to do
well in the activities?’ and ‘what they found particularly challenging
about the activities?’ Collect the cards and use them for planning
subsequent lessons.
A Speaking activity
talking about the
benefits of keeping fit.
See Part 3 and 4
Speaking from Sample
teacher’s own
materials.

WEEK:
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Communicating
effectively using a broad range of vocabulary, formal
register
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2
Communicate
with appropriate
language, form
and style
Complementary
Skill
Writing 4.1.
Communicate
print and digital
media on familiar
topics
Main Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar and
some unfamiliar
situations
Complementary
Skill
Writing 4.1.4
Express and
respond to real or
imagined opinions
and feelings
Pre-lesson
discuss firstly what the features of formal letters are and then what
makes communication effective. (Features of formal letters include:
in top left corner the name and address of the person writing to, the
date, Dear + Mr/Mrs/Ms + surname or full name, an opening
sentence clearly stating the reason(s) for writing, a formal tone
throughout, a clear purpose, the desired course of action stated at
the end, an ending with Yours sincerely/faithfully). See Student’s
Book for ideas about effective communication.
Lesson delivery
developing the main skill. Activities 2 and 3 focus on developing the
complementary skill. Work through Activities 1–4. See the
Teacher’s Book for detailed guidance. If time allows, get pupils to
write a plan for the letter they would write in Activity 3 before looking
at the model answer in Activity 4.
Post-lesson
this lesson. For example, discuss any problems or issues in your
local community and what could be done to effectively help solve
the situation.
English Download
135
independently.
more teacher-led.
appropriate

WEEK:
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Communicating
effectively using a broad range of vocabulary, formal
register
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Writing 4.2.
Communicate
with appropriate
language, form
and style
Complementary
Skill
Writing 4.2.
Communicate
with appropriate
language, form
and style
Main Skill
Writing 4.2.2
Spell written work
on a range of text
types with
reasonable
accuracy
Complementary
Skill
Writing 4.2.4
Use formal and
informal registers
appropriate to the
target audience in
most familiar and
some unfamiliar
situations
Pre-lesson
needs/interests, which will review the relevant language or tone and
Lesson delivery
This lesson focuses on Activities 5–6. Activities 5 and 6 along
with the use of the Language Bank box focus on developing the
main skill. Activity 6 also focuses on developing the complementary
skill. Complete Activity 5. See the Teacher’s Book for detailed
guidance.
In Activity 6, challenge pupils to use adventurous but relevant
vocabulary. Tell pupils to focus on correct spelling as well as an
appropriate formal tone. Allow access to dictionaries. Monitor to
check that they are using the correct formal tone as well as relevant
vocabulary either from the Language Bank and from vocabulary
introduced in the unit.
allow pupils to complete the final draft of their letters for homework.
Post-lesson
writing a formal letter?’
English Download
necessary, help them to
formulate the opening
sentence to each paragraph.
using the appropriate tone as
well as relevant vocabulary
(see Language Bank) to
communicate their ideas
effectively.
a more detailed letter giving
more ideas for and against.
Tell them to use 200–250
words.
appropriate

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

6. Appendix 1: Learning Standards mapping
The mapping table lists all 112 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.
Lesson Skill Unit Main Complementary
Unit 1
1 R1 1 3.1.1 2.1.5
2 R2 1 3.1.2 2.1.3
3 LA1 1 N/A N/A
4 L1 1 1.1.3 2.1.4
5 S1 1 2.1.2 2.1.4
6 S2 1 2.2.1 2.1.5
7 W1 1 4.2.3 3.1.6
8 W2 1 4.1.5 4.2.4
9 LiA1 1 5.1.1 N/A
10 Revision 1 1 N/A N/A
Unit 2
11 R3 2 3.1.5 2.4.1
12 R4 2 3.1.2 2.1.5
13 LA2 2 N/A N/A
14 L2 2 1.1.2 1.2.1
15 S3 2 2.3.1 2.1.1
16 S4 2 2.1.2 1.1.3
17 W3 2 4.1.4 2.1.5
18 LiA2 2 5.1.2 N/A
Unit 3
20 R5 3 3.2.1 3.1.4
21 LA3 3 N/A N/A
22 L3 3 1.1.2 2.1.1
23 L4 3 1.1.3 2.4.1
24 S5 3 2.1.1 4.2.2
25 W4 3 4.2.3 2.4.1
26 W5 3 4.1.3 3.1.5
27 LiA3 3 5.1.1 N/A
Unit 4
29 R6 4 3.1.6 2.1.2
30 R7 4 3.1.1 4.2.4
31 LA4 4 N/A N/A
32 L5 4 1.1.1 2.1.1
33 S6 4 2.1.2 2.4.1
34 W6 4 4.2.3 2.4.1

Lesson Skill Unit Main Complementary
35 W7 4 4.2.1 3.1.5
36 LiA4 4 5.1.2 N/A
Unit 5
38 R8 5 3.2.1 3.1.3
39 LA5 5 N/A N/A
40 L6 5 1.1.1 2.1.1
41 L7 5 1.1.6 2.1.2
42 S7 5 2.3.1 2.4.1
43 W8 5 4.1.2 4.2.1
44 W9 5 4.1.5 3.1.1
45 LiA5 5 5.2.1 N/A
Unit 6
47 R9 6 3.1.1 3.1.2
48 LA6 6 N/A N/A
49 L8 6 1.1.3 1.2.1
50 L9 6 1.1.3 1.1.2
51 S8 6 2.1.1 2.1.5
52 W10 6 4.1.1 2.1.4
53 W11 6 4.1.4 4.1.5
54 LiA6 6 5.2.1 N/A
Unit 7
56 R10 7 3.1.5 3.1.2
57 LA7 7 N/A N/A
58 L10 7 1.1.1 1.1.2
59 S9 7 2.1.3 2.3.1
60 S10 7 2.2.1 2.4.1
61 W12 7 4.2.4 2.1.4
62 W13 7 4.2.4 2.1.2
63 LiA7 7 5.3.1 N/A
64 PBL1 7 N/A N/A
65 PBL2 7 N/A N/A
Unit 8
67 R11 8 3.1.2 3.1.6
68 R12 8 3.1.4 3.1.3
69 LA8 8 N/A N/A
70 L11 8 1.1.3 1.1.1
71 S11 8 2.1.4 2.1.3
72 S12 8 2.1.5 2.1.1

73 W14 8 4.1.1 4.2.3
74 W15 8 4.2.1 4.1.5
75 LiA8 8 5.3.1 N/A
Unit 9
77 R13 9 3.1.2 3.1.5
78 R14 9 3.1.4 4.2.1
79 LA9 9 N/A N/A
80 L12 9 1.2.1 1.1.2
81 L13 9 1.1.6 1.3.1
82 S13 9 2.1.4 2.1.2
83 W16 9 4.1.1 4.1.4
84 W17 9 4.1.2 4.2.2
Unit 10
86 R15 10 3.2.1 3.1.1
87 R16 10 3.1.3 3.1.4
88 LA10 10 N/A N/A
89 L14 10 1.1.1 1.2.1
90 L15 10 1.1.6 2.1.4
91 S14 10 2.1.3 2.1.2
92 S15 10 2.3.1 2.1.3
93 W18 10 4.1.5 4.1.3
94 W19 10 4.1.3 4.1.5
Unit 11
96 R17 11 3.1.3 3.1.2
97 LA11 11 N/A N/A
98 L16 11 1.1.1 1.1.3
99 L17 11 1.1.2 3.1.2
100 S16 11 2.4.1 2.1.2
101 S17 11 2.1.5 2.1.1
102 W20 11 4.1.3 4.1.4
Unit 12
104 R18 12 3.1.2 2.1.1
105 LA12 12 N/A N/A
106 L18 12 1.3.1 1.1.2
107 L19 12 1.1.2 1.1.3
108 S18 12 2.2.1 2.4.1
109 S19 12 2.4.1 2.3.1
110 W21 12 4.2.4 4.1.4
111 W22 12 4.2.2 4.2.4

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

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