BAHASA INGGERIS SVM SCHEME OF WORK-SEM 1

KEMENTERIAN
PENDIDIKAN
MALAYSIA

KURIKULUM STANDARD KOLEJ VOKASIONAL

BAHASA INGGERIS

SCHEME OF WORK

SEMESTER 1

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BAHASA INGGERIS SVM SCHEME OF WORK-SEM 1

CONTENTS

NO ITEM
1 CONTENT OVERVIEW
1. Content and Organisation of Semester 1 Scheme of Work
2. Scheme of Work Template : Supporting Information
2 SCHEME OF WORK
1. Semester 1 : Lessons 1 - 15
2. Semester 2 : Lessons 1 - 17

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SVM SEMESTER 1 AND 2

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. Lecturers will need to
refer to this document when planning and delivering their module-based lessons and
creating their own lessons.
In this Scheme of Work document, teachers will find the following information:

1. Content and Organisation of the Scheme of Work

This section provides teachers with an introduction to the Scheme of Work and an
explanation of how the 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.

3. Glossary of terms in the Semester 1 and 2 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 “Kurikulum
Standard Kolej Vokasional (KSKV) for Sijil Vokasional Malaysia.

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 .

4. Scheme of Work
This is the main section of the scheme of work. It provides teachers with details for the
lessons.

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1. Content and organisation of the Semester 1 Scheme of Work

What is the Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of the Content and Learning Standards
to be covered within each lesson.
The Scheme of Work will assist teachers in their daily, weekly and longer-term
planning of lessons.

What does the Scheme of Work consist of?

The Scheme of Work consists of 32 lessons with each lesson lasting a total of 60 minutes.

Teachers will need to plan and adapt their lessons accordingly.

SEMESTER SKILLS NO. OF TIME

LESSONS
1 Listening / Speaking / Reading / Writing 15 15 hours

2 Listening / Speaking / Reading / Writing 17 17 hours

Continuous Assessment
The Continuous Assessment for each skill must meet assessment objectives and
learning standards.
The schedule for Continuous Assessment has been standardised for every college.
( Refer to Guidelines for Assessment)

Revision Lessons
Some lessons can be planned in the Scheme of Work for revising, reviewing

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and consolidating learning.

2. Scheme of Work Template: Supporting Information

1. Lesson
Each lesson within the Scheme of Work follows the lesson type
(e.g. Reading, Speaking )

2. Main Skill Focus

Each lesson may have one main skill focus and complementary skill.

3. Theme
The four given themes are:
 Semester 1 - People and Culture

 Semester 2 - Health and Environment

4. Language/Grammar Focus
This will be related to a grammatical structure/function (e.g. Present Simple versus
Present Continuous).

5. Content Standards and Learning Standards

The given Content and Learning Standards are taken from the “Kurikulum Standard
Kolej Vokasional” for SVM.

6. Main Skill and Complementary Skill

Each lesson within the Scheme of Work focuses on one main skill and one
complementary skill. Learning Standards may be covered as a main skill
or as a complementary skill. It is therefore critical that teachers ensure that
both the main skill and the complementary skill are covered in each lesson.
The complementary skill is not an optional skill that can be ignored or dropped
from the lesson. Doing this may mean that students do not receive adequate

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practice in and exposure to all the given Learning Standards within the Curriculum
Framework. When teachers are planning their lessons they must therefore ensure
that both the main skill and complementary skill are each assigned a suitable
learning objective.

Teachers should also be aware that the main skill and complementary skill should
not however be given equal time and attention within the lesson. Teachers will need
to ensure that the complementary skill is covered, but the degree of attention this
complementary skill receives in comparison to the main skill will be up to the
teacher’s own professional judgement as they will know better the specific learning
needs of their students.

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Each lesson in the Scheme of Work contains specific Content and Learning Standards.
Teachers may find useful the following explanations of some of the terms used.
TERM IN SEMESTER 1 MEANING
AND 2
Listening 1.1.1
Understand understand independently
independently the main
Pupils who can understand the main idea of a text independently can
ideas in simple longer
understand the main idea without any help from the lecturer or their
texts on an increased
peers.
range of familiar topics.
simple texts
Simple texts are texts which content is organised clearly and which
Listening 1.1.2
contain language and ideas that students can understand.
Understand
longer texts
independently specific
information and details in Longer texts are usually more than 150 words and up to
longer texts on an approximately 400 words long. Teachers should use their own
increased range of judgment on simple longer texts, based on the level and interest of
familiar topics. the pupils they teach.
increased range of familiar topics
Speaking 2.1.1 The increased range of topics that pupils are exposed to in Semester
1 and 2 means that this range must increase in comparison with Form
Paraphrase short simple
3. Familiar topics are topics that pupils know.
texts
However, students in rural or remote areas and pupils who live in
cities may be familiar with different topics. Lecturers should use their
Reading 3.1.1 own judgement here.
Understand the main
points in longer texts on
an increased range of
familiar topics.
Reading 3.1.2
Understand specific
details and information in
longer texts on an
increased range of
familiar topics.

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Listening 1.1.1 more complex questions

Understand A more complex question is a question that contains more than one
independently more clause (e.g. Why did the author travel to Argentina to write his
complex questions. novel?). A more complex question is also a probing question
(questions that aim to dig deeper than the surface).

Listening 1.2.1
a range of familiar topics
Guess the meaning of
unfamiliar words from Familiar topics are topics that pupils know. A range of familiar topics
clues provided by other means a variety of topics which students know.
words and by context on
an increased range of
familiar topics.

Speaking 2.1.1 paraphrase

Paraphrase short Students paraphrase by rewording a written or spoken text using their
simple texts own words which are different to those used in the original text.
short simple texts
Short simple texts are usually up to approximately 150 words long

Speaking 2.1.2 Ask about

Ask about and explain Students can ask about a simple process by using questions that ask
simple processes. for elaboration (e.g Tell me about?), clarification (e.g What do you
mean by ...?) and repetition (e.g Can you explain that to me again?)

Writing 4.1.2
explain simple processes
Explain simple
processes. Examples of simple processes are : preparing food ; painting a
picture in art; creating a plan for writing task. The language
associated with explaining a simple process includes : linking words
to show a cause , linking words to show effect ; listing words,
conditionals or “if “ statements.
Writing 4.2.1 appropriately
Produce a plan or draft of Appropriately refers to the successful communication of a message.
two paragraphs or more The message itself may not necessarily be 100% accurate, but the
and modify this pupil has communicated his or her meaning successfully.
appropriately
independently.

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SCHEME OF WORK
SEMESTER 1

LESSON 1 : MAIN SKILL FOCUS : Listening THEME: PEOPLE AND CULTURE

WEEK 1 Celebrations / LANGUAGE: Vocabulary about GRAMMAR FOCUS:
Holidays celebrations and holidays

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill 1. Teacher discuss with

Listening 1.1
Understand meaning in a variety
of familiar contexts.
Complementary Skill
Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
Listening 1.1.1
Understand independently the
main ideas in simple longer texts
on an increased range of
familiar topics.
Speaking 2.1.2
Ask about and explain simple
processes
students about kinds of
celebrations and holidays.
2. Teachers can give a short
quiz to test their knowledge
of festivals or celebrations
around the world.
3. Teacher distributes
worksheet with 5 questions
based on a video or an
audio on a celebration or
festival.Types of questions :
* True/False
* Gap Filling
* Matching
* Circling correct answer
* Sequencing
* MCQ
4. Teacher gives instructions
(pre-listening and while
listening)
5. Teacher plays audio/video
and ask students to
a) listen for main idea
b) answer the questions
6. Teacher ask students to
check and compare
answers with a partner.
7. Teacher discuss similarities
and differences between the
celebration or festivals in
the video or audio with their
favourite celebrations or
festivals.

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THEME: PEOPLE AND

LESSON 2 : MAIN SKILL FOCUS : Speaking
CULTURE
WEEK 2 Celebrations and
Holidays LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill
Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
Complementary Skill
Writing 4.1
Communicate intelligibly through
print and digital media on
familiar topics
Speaking 2.1.3
Explain own point of view
Writing 4.1.1
Explain simple content from
what they have read or heard.
1. Teacher shows pictures of
festivals/ holidays celebrated
by people around the
world or in Malaysia.
2. Students look at the pictures
and describe what they can
see using adjectives.
3. Teacher elicits students’
responses using WH-
questions.
4. Teacher gives students the
opportunity to express their
opinions.
5. After the speaking task,
students can sit in pairs to
construct at least 5
sentences (if possible using
adjectives) about a festival
or celebration.
6. Teacher discusses the
answers with the students.
7. Students write the sentences
in the worksheet.

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LESSON 3 : MAIN SKILL FOCUS : Speaking THEME: PEOPLE AND CULTURE

WEEK 3 Celebrations / LANGUAGE: Vocabulary about GRAMMAR FOCUS:
Holidays celebrations, holidays,greetings

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill
Reading 3.1
Understand a variety of texts by
using a range of appropriate
reading strategies to construct
meaning
Complementary Skill
Writing 4.1
Communicate intelligibly
through print and digital media
on familiar topics
Reading 3.1.1
Understand the main points in
longer texts on an increased
range of familiar topics.
Writing 4.1.1
Explain simple content from
what they have read or heard.
1. Teacher provides a reading
text on celebrations or
festivals around the world.
2. Teacher distributes
worksheet with10 questions
(Information Transfer type
of questions) on the given
reading passage.
3. Teacher discusses the
answers with the students.
4. Teacher elicits from
students the purpose and
types of greeting cards or
messages/
5. In pairs or groups, students
create greeting cards or
messages for a celebration
or a festival.

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LESSON 4 : MAIN SKILL FOCUS : Writing THEME: PEOPLE AND CULTURE

WEEK 4 Celebrations / LANGUAGE: Vocabulary about GRAMMAR FOCUS:
Holidays celebrations and holidays

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill 1. Teacher ask students:

Writing 4.1
Communicate intelligibly
through print and digital media
on familiar topics
Complementary Skill
Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
- "What is culture to you?
Writing 4.1.1 - "What kind of things we talk
Explain simple content from about when we say
what they have read or heard. culture?
Get some feedback.
2. Play a youtube video
(showing about different
aspects of culture )
3. Teacher asks students if they
Speaking 2.1.3 had visited different states or
Explain own point of view countries? if they did, did
they notice anything different
from their own culture?
- “Was there anything they
Didn’t understand about
The culture?”
- “Did anything go wrong?”
- “How did you deal with it?
4. Students can present their
experience and views.
5. Teacher distributes worksheet
on writing task. Example:
- Responding on query about
customs/celebrations/
festivals on a internet
forum.
- A speech on culture or
customs to a group of
foreign students
- A letter to a pen pal coming
to visit Malaysia.

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LESSON 5 : MAIN SKILL FOCUS : Listening THEME: PEOPLE AND CULTURE

WEEK 5 Celebrations / LANGUAGE: Vocabulary about GRAMMAR FOCUS:
Holidays celebrations and holidays

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill
Listening 1.1
Understand meaning in a variety
of familiar contexts.
Complementary Skill
Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
Listening 1.1.2
Understand independently the
specific information and details
in simple longer texts on an
increased range of familiar
topics.
Speaking 2.1.3
Explain own point of view
CONTINUOUS ASSESSMENT 1
(INDIVIDUAL)
Listening Skill ( 5% )
Pre-listening
1. Teacher gives instructions on
the listening skill
assessment.
2. Teacher plays an audio on
a celebration or festival.
3. Teacher gives out a
worksheet with 10 questions:
Types of questions :
* True/False
* Gap Filling
* Matching
* Circling correct answer
* Sequencing
* MCQ

Post-listening
4. Teacher collects the
worksheets or teacher can
go through answers with
students.

After the listening test :

5. Teacher shows a stimulus on
interesting places to visit
around the world or
celebrations.
6. Teacher asks students to
prepare: ( less than 150
words)
- a description of/speech on
their holiday plans to a
place of their choice and
give reasons for their
choice.
OR
- description of a
favourite celebration and

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give reasons.

LESSON 6 : MAIN SKILL FOCUS : Speaking THEME: PEOPLE AND CULTURE

WEEK 6 Celebrations / LANGUAGE: Vocabulary about GRAMMAR FOCUS:
Holidays celebrations and holidays

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

CONTINUOUS ASSESSMENT 2
Main skill (INDIVIDUAL)
Speaking Skill ( 5% )
Speaking 2.1 Speaking 2.1.3
Communicate information, Explain own point of view
ideas, opinions, feelings 1. Teacher creates own rubric
intelligibly on familiar topics. for the speaking activity
covering :
a. Fluency
Complementary Skill b. Vocabulary
c. Grammar
Listening 1.1 Listening 1.1.2 d. Content
Understand meaning in a variety Understand independently the e. Pronunciation
of familiar contexts. specific information and details
in simple longer texts on an 2. Students present their
increased range of familiar description in not more than
topics. 3 minutes.

3. Ask students to provide peer

feedback on each other’s
presentation in the lesson.

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LESSON 7 : MAIN SKILL FOCUS : Speaking THEME: PEOPLE AND CULTURE

WEEK 7 People At LANGUAGE: GRAMMAR FOCUS:
Work

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill 1. Teacher elicits responses

Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
Speaking 2.1.3
Explain own point of view
from students on : Eg
- How did you decide which
course you wanted to take?
-Who influence your
decision?

2. Teacher shows a video or

Complementary Skill
Listening 1.1
Understand meaning in a variety
of familiar contexts.
Listening 1.1.2
Understand independently the
specific information and details
in simple longer texts on an
increased range of familiar
topics.
plays an audio on career
options or ambitions.
3. Teacher writes a few
questions on the board to
elicit responses.
- What is the video/audio
about?
- What is the message in the
video or audio?
- Do you think .....?

4. Students discuss in groups.

and present their views.

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LESSON 8 : MAIN SKILL FOCUS : Reading THEME: PEOPLE AND CULTURE

WEEK 8 People At LANGUAGE: GRAMMAR FOCUS:
Work

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main skill 1. Teacher provides reading

passage on People - related
Reading 3.1 Reading 3.1.2 to work or jobs

Understand a variety of texts by Understand the specific details 2. Students use scanning skills
using a range of appropriate and information in longer texts to identify specific details and
reading strategies to construct on an increased range of information from the given
meaning familiar topics. paragraph.

3. Teacher can use different

Complementary Skill
Writing 4.1
Communicate intelligibly through
print and digital media on
familiar topics
Writing 4.1.4
Organise, sequence and
develop ideas within short texts
on familiar topics.
strategies to help students
to identify main and specific
details or information. Eg:
* provide jumbled up
sentences from the
paragraph and students
organise and sequence
the whole passage
*match headings with
paragraphs
*completing a table with
specific ideas

4. Teacher conducts class

discussion(sequence of the
whole passage)

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WEEK 9 MAIN SKILL FOCUS : Writing THEME: PEOPLE AND CULTURE

People At LESSON 9 : LANGUAGE: GRAMMAR FOCUS:
Work

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill
Reading 3.1
Understand a variety of texts by
using a range of appropriate
reading strategies to construct
meaning
Complementary Skill
Writing 4.1
Communicate intelligibly
through print and digital media
on familiar topics
Reading 3.1.2
Understand the specific details
and information in longer texts
on an increased range of
familiar topics.
Writing 4.1.2
Explain simple processes
. * organization,
CONTINUOUS ASSESSMENT 3
(INDIVIDUAL)
Reading Skill ( 10% )
1. Teacher distributes article /
worksheet on topic related to
People at Work taken from
the internet or printed
materials.
2. Teacher can use different
strategies to go through the
vocabulary items in the
text.
3. Based on the text chosen,
students list down the main
ideas.
4. Students transfer the main
ideas to a mind map /graphic
organiser.
5. Teacher creates own rubric
to suit learning standard.
6. The rubric should cover
* content/information,
* layout,
* neatness,
* labels,
* title

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LESSON 10 : MAIN SKILL FOCUS : Writing THEME: PEOPLE AND CULTURE

WEEK 10 People At LANGUAGE: GRAMMAR FOCUS:
Work

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

CONTINUOUS ASSESSMENT 4
Main Skill (INDIVIDUAL)
Writing Skill ( 10% )

Writing 4.1 Writing 4.1.2 1. Teacher plays an audio or

Communicate intelligibly
through print and digital media
on familiar topics
Complementary Skill
Listening 1.1
Understand meaning in a variety
of familiar context.
Explain simple processes
Listening 1.1.2
Understand independently
specific information and details
in longer texts on an increased
range of familiar topics.
video related to work or
jobs.
2. Teacher elicits students’
responses on the job they
would like to have. The
questions should be related
to the audio or video. Eg:
* What job would you like
to have after you
graduate?
* What about the salary?
3. Teacher distribute a
worksheet on letter
seeking advice on finding
the right job. Eg
* letters to a “Advice
Column”
* letter from a friend
asking for help on
finding a job.

4. Teacher can give the format

for an informal letter and
some useful expressions.
(This can be prepared as a
worksheet).

5. Students discuss in pairs

and write the letter.

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LESSON 11 :
WEEK 11
Culture
CONTENT STANDARD
Main Skill
Listening 1.1
Understand meaning in a variety
of familiar contexts.
Complementary Skill
Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
SCHEME OF WORK-SEM 1
MAIN SKILL FOCUS : Speaking
LANGUAGE:
LEARNING STANDARD
Listening 1.1.2
Understand independently the
specific information and details
in simple longer texts on an
increased range of familiar
topics.
Speaking 2.1.1
Paraphrase short simple texts
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THEME: PEOPLE AND CULTURE
GRAMMAR FOCUS:
LEARNING OUTLINE
1. Teacher plays a video
relating to Culture e.g
Music, fashion, food etc
2. Teacher distributes a
worksheet on the video
* Teacher can also play
music from another
culture or an audio
can also be used.
3. The worksheet could be
true / false activity, gap
filling activity, matching
activity, circle the correct
answers or sequencing
4. After watching the video,
students sit in groups to
recall the content of the
video.
5. Teacher gives some
questions or activity to
help the students write
simple text on the content.
6. Teacher conducts a short
group presentation by
asking the students to re-tell
or narrate back the main
idea of the video.
BAHASA INGGERIS SVM
LESSON 12 :
WEEK 12
Culture
CONTENT STANDARD
Main Skill
Reading 3.1
Understand a variety of texts by
using a range of appropriate
reading strategies to construct
meaning
Complementary Skill
Writing 4.1
Communicate intelligibly
through print and digital media
on familiar topics
SCHEME OF WORK-SEM 1
MAIN SKILL FOCUS : Reading
LANGUAGE:
LEARNING STANDARD
Reading 3.1.2
Understand the specific details
and information in longer texts
on an increased range of
familiar topics.
Writing 4.1.4
Organise, sequence and
develop ideas within short texts
on familiar topics
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THEME: PEOPLE AND CULTURE
GRAMMAR FOCUS:
LEARNING OUTLINE
1. Teacher gives a text and
worksheet related
to culture e.g fashion,
customs, food, greetings
table manners etc.
2. Students will be asked to
read the text silently first to
answer the main idea
question.
3. Students will be guided to
do the skimming and
scanning exercises.
- graphic organisers can be
used
4. They will be guided to do
the referencing and
vocabulary guessing
exercises.
5. Students will be given a
processed follow-up task.
e.g - they interview their
classmates on the
questions they are provided
with OR
- they sequence ideas and
information from the text.
6. Students write a short article
or speech on the
Information collected.
BAHASA INGGERIS SVM SCHEME OF WORK-SEM 1

LESSON 13 : MAIN SKILL FOCUS : Reading THEME: PEOPLE AND CULTURE

WEEK 13 Today’s LANGUAGE: GRAMMAR FOCUS:
teenagers

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher distributes

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, feelings
intelligibly on familiar topics.
Reading 3.1.1
Understand the main points in
longer texts on an increased
range of familiar topics.
Speaking 2.1.3
Explain own point of view
worksheet on text related to
teens. Eg: cyberbullying ,
social networking
2. Vocabulary Activities include:
- matching words with their
meanings
3. Comprehension questions.
- MCQ
-Open ended questions
4. Discussion on the answers
5. Teacher shows a video on
the topic
6. Discussion and activity
- completing a table on main
Points
-completing a dialogue with
language forms and
functions
7. Giving own ideas or views on
topic.

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LESSON 14 : MAIN SKILL FOCUS : Writing THEME: PEOPLE AND CULTURE

WEEK 14 Today’s LANGUAGE: GRAMMAR FOCUS:
teenagers

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Writing 4.1 Writing 4.1.4 1) Teacher gives a reading

Communicate intelligibly
through print and digital media
on familiar topics
Organise, sequence and
develop ideas within short texts
on familiar topics.
passage on teens’
problems nowadays.
2) Teacher asks questions
such as ;
- Do you have any
problems/similar
problem?
- Who helps you to solve
your problems?
- Do your friends ask you
for help?
- What do you advise
them to do?
3) In group of 3 to 4,
teacher gives an informal
letter writing question.
4) For example, a question
on writing a letter of
advice to a friend on how
to cope with stress. The
question must include 10
content points for the
letter writing.
5) Allow students to
discuss their ideas with
their partner(s) before
writing the letter.

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LESSON 15: MAIN SKILL FOCUS : Writing THEME: PEOPLE AND CULTURE
WEEK 15 Today’s LANGUAGE: GRAMMAR FOCUS:
teenagers

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher distributes

Speaking 2.1
Communicate information,
ideas, opinions, feelings
intelligibly on familiar topics.
Complementary Skill
Writing 4.1
Communicate intelligibly
through print and digital media
on familiar topics
Speaking 2.1.1
Paraphrase short simple texts
Writing 4.1.1
Explain simple content from
what they have read or heard.
worksheets on topic: e.g
- fashion
- internet
2. Vocabulary work
3. A quick quiz or discussion
before watching video
4. Watch a video and answer
questions. Students can
watch video again to check
answers.
5. Students note in their own
words details they obtained
from the video
6. Writing activity.
Eg:
- an article on topic
- a formal letter
- a short report

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