Sow Form 4

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH MENENGAH
English Language
Scheme of Work
Form 4
Skills Development Stream
Form 4
Skills Development Stream
Scheme of Work
Contents
Content Overview
Content and organisation of the Form 4 Skills Development Stream Scheme of Work ......................................................................................................................... 6
Scheme of Work Template: Supporting Information .............................................................................................................................................................................. 8
Differentiation Strategies for Secondary pupils .................................................................................................................................................................................... 12
Glossary of terms in Form 4 .............................................................................................................................................................................................................. 18
Unit 1 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 22
Unit 2 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 30
Unit 3 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 38
Unit 4 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 46
Unit 5 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 50
Unit 6 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 54
Unit 7 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 62
Unit 8 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 66
Unit 9 ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 70
Unit 10 …………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 74
Unit 11 ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. 78
Unit 12 …………………………………………………………………………………………………………………………………………………………………………………………………………………………………….… 82
Appendix 1: Learning Standards mapping ............................................................................................................................................................................................. 88
Form 4 Skills Development Stream Scheme of Work 4

Secondary Skills Development Stream (MPAK) Form 4 Scheme of Work
Content Overview
The purpose of this document is to provide teachers with support and information on planning, creating and delivering their lessons throughout the year.
Teachers will need to refer to this document when planning and delivering their 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 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. 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
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).
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 – 64)

This is the main section of the Scheme of Work. It provides teachers with details for the lessons.
6. Appendix 1: Learning Standards mapping

This section consists of a table which lists all 64 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.

Content and organisation of the Form 4 Skills Development Stream Scheme of Work
What is the Secondary Form 4 Skills Development Stream Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of every lesson in Form 4, including the Content and Learning Standards which must be covered
within each lesson. The Scheme of Work will assist teachers in their daily, weekly and long-term planning of lessons.
What does the Form 4 Skills Development Stream Scheme of Work consist of?
The Scheme of Work consists of 64 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 64.
The Scheme of Work consists lessons that include learning activities from the selected Form 4 textbook. This textbook is English for Skill Development
Stream that covers the content from Unit 1 to Unit 12 of this textbook.
How are the Secondary MPAK Form 4 Scheme of Work lessons organised?
Almost all the lessons in the Scheme of Work are textbook-based lessons.
Typical lesson cycles

Units 1, 2, 3 and 6 of English for Skill Development Stream provides teachers with enough materials for 8 skill-based lessons and the other units comprise
of 4 skill-based lessons. Enrichment activities are also included in the units for fast finishers and Hands-on activities are designed to give pupils the
opportunity to try new things and explore interests outside of the classroom. Appendix 1 at the end of the Scheme of Work provides an overview of the
lesson cycles and distribution. See the lesson cycles in Unit 1 in the Scheme of Work as an example:
Lesson Skill/Focus
1 Listening
2 Speaking
3 Reading
4 Writing
5 Listening
6 Speaking
7 Reading
8 Writing
Teachers should note the following:
 Reading, Listening, Speaking and Writing will mainly cover a total of two lessons (i.e. 120 minutes) in each cycle.
 Pupils are expected to have their own copy of the textbook and use it in every lesson. Pupils should also have their own notebook and bring it to every
lesson.
 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.
 Grammar Focus will focus on learning a specific grammatical structure or function (e.g. learn and review the difference between the use of the Present
Simple and Present Perfect). Teachers can cover the vocabulary sections in the textbook units as part of the lessons (Reading, Listening, Speaking
and Writing) if possible or as part of homework. Teachers are encouraged to complete majority of these vocabulary sections to help pupils practise
and revise new vocabulary in the unit.
 Pre-lesson and post-lesson stages in the lesson outline are important stages in the lesson. They should not be neglected or rushed.
 At the end of every unit, pupils are expected to review and assess their learning in that unit. This self-assessment can be guided by using a worksheet
which identifies the language covered in the unit, what pupils learned well and what they need to focus on. Pupils can also make a note about what
they need to do in order to improve. Once completed, these self-assessment worksheets can be collected and used to identify the areas where pupils
need further assistance. They will also inform teachers on what advice they should give pupils to improve their language skills during study time.

Scheme of Work Template: Supporting Information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type. For example: Lesson: 7 (Reading 2), Lesson: 24 (Writing
6).
2. Main Skill Focus
Each lesson will have one main skill focus (Listening, Speaking, Reading, and Writing).
3. Theme
The four given themes are:

 People and Culture
 Health and Environment
 Science and Technology
 Consumerism and Financial Awareness
4. Topic
Topics are taken from the associated textbook.
5. Cross-Curricular Elements
Each cycle of lessons has been assigned a specific Cross-Curricular Element. Teachers will need to refer to the section on the Cross- Curricular
Elements in the Standards-Based Curriculum and Assessment Document (DSKP) for further guidance. Teachers are encouraged to link their
lesson to other Cross-Curricular Elements, in addition to the suggested one given, if they identify opportunities where relevant cross-curricular
connections can be made.

6. Language/Grammar Focus
This will be related to a grammatical structure/function (e.g. Present Simple versus Present Continuous).
7. Content Standards and Learning Standards
The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the
Curriculum Framework document. These should be followed as they appear in the lessons to ensure the Learning Standards are covered
as intended. See Appendix 1 for an overview of the mapping of Learning Standards.
8. Main Skill and Complementary Skill

Each lesson within the Scheme of Work focuses on one main skill and one complementary skill. To ensure that pupils receive sufficient exposure
to and practice in every Learning Standard within the Curriculum Framework, each Learning Standard appears at least once in the Scheme of
Work. Learning Standards are covered as a main skill or as a complementary skill. It is therefore critical that teachers ensure that both the main
skill and the complementary skill are covered in each lesson. The complementary skill is not an optional skill that can be ignored or dropped
from the lesson. Doing so may mean that pupils do not receive adequate practice in and exposure to all the given Learning Standards within the
Curriculum Framework. When teachers are planning their lessons, they must therefore ensure that both the main skill and complementary skill
are each assigned a suitable lesson Learning Objective.
Teachers should also be aware that the main skill and complementary skill are not normally given equal time and attention within the lesson.
Teachers will need to ensure that the complementary skill is covered, but the degree of attention this receives in comparison to the main skill will
be up to the teacher’s own professional judgement as they will know better the specific learning needs of their pupils.
Please note that some Learning Standards appear less frequently than others. Less frequent Learning Standards must be covered as they
appear in the Scheme of Work. See Appendix 1 for a map of the Learning Standards coverage.

9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main stages of every lesson are highlighted: Pre-lesson,
Lesson Delivery and Post-lesson.
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.
The lessons in the Learning Outline provide teachers with a description of what to cover and how to plan their lessons. They refer to specific
activities in the textbook.
As teachers are working with pupils and supporting their learning, they should be aware of their pupils’ development and the emerging challenges.
Throughout the lessons, teachers are expected to use formative assessment strategies (e.g. questioning, scanning) to assess pupils’ progress
and give clear and meaningful feedback. This feedback should enable pupils to understand which areas they need to pay attention to and how to
improve. Of course, teachers are not expected to give every pupil feedback after every activity in every lesson. However, teachers should use all
opportunities available to communicate feedback to pupils and help them take ownership of their own learning.
Teachers are encouraged to follow the instruction in the Lesson Delivery stage when provided because it reduces lesson preparation time and
ensures the Content and Learning Standards are addressed.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a
short activity as an opportunity for pupils to share what they already know about the lesson topic or language. They provide an opening to the
lesson and get pupils in the right frame of mind for hearing, reading and using English. They are often whole class activities which are fun and
engaging. Pupils are all active in these activities physically as well as mentally. This can help teachers to manage energy levels before settling
pupils into their learning.
Post-lesson activities are short activities that take place at the end of lessons to review and consolidate the learning from a lesson. Although
post-lesson activities can be fun and should not be too challenging so that pupils leave the class in a positive frame of mind, they are an important
stage that should be planned by the teachers. During the post-lesson stage, teachers can conduct a quick and informal evaluation of the lesson
and the pupils’ understanding of the learning that have taken place. Post-lesson activities can be used for formative assessment and can give
teachers an overall evaluation of the pupils’ development and indicate any issues individual pupils might have. Evaluating learning in the post-

lesson stage is particularly useful when new language is introduced for the first time or followed up from a previous lesson. Therefore, teachers
should give careful consideration to the purpose of the post-lesson activities they choose for their lessons. Post-lesson activities are not, therefore,
optional extras to be done if there is time. Teachers should make sure to leave a few minutes for post-lesson activities, even if they are running
short of time in their main lesson stages.
Each lesson includes a suggestion for Pre-lesson and Post-lesson activities in the Lesson Outline. Some of these are outlined in the Learning
Outline, and sometimes teachers are directed to the textbook. Teachers can also create their own pre- and post-lesson activities provided that
they fulfil the function described above.
10. Materials / References
The relevant page numbers of the textbook have been given for the lessons.
11. Differentiation Strategies
This column refers to section 3, Differentiation strategies for secondary pupils, which lists eight strategies. It sometimes provides advice tailored
around the lesson specifics and expected challenges. Teachers should, however, consider the most suitable strategies for differentiating learning
with each of their own individual classes, based on the learning needs of the pupils in those classes.

Differentiation strategies for Secondary pupils
Strategy 1: Differentiate by instruction and feedback
Use classroom management techniques to support differentiation.
1. Ensure that pupils who are finding particular tasks in English challenging still have a chance to contribute in class in order to develop their
confidence. You can do this in a number of ways. The following are a few examples:
i) Ask them to read instructions aloud.

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

5. Always do an example for each task. This provides a clear instruction for everybody. Those finding the task easy can help supply the example
to increase the challenge.
Strategy 2: Differentiate by the task pupils are given
It is possible to use the same source material and expected outcomes but to adapt and differentiate the way the task works for pupils. This
takes slightly more preparation for the teacher but the tasks can often be reused for more than one class.
Examples of task differentiation include the following:

i) Give pupils standard ‘gap fill’ tasks but add in multiple-choice options for the less proficient pupils. For example:
 I 1._____ (think) that identical twins are fascinating. They 2.______ (have) the same DNA, but they…
 I 1. think/am thinking that identical twins are fascinating. They 2. have/are having the same DNA, but they…
ii) For grammar analysis boxes where the use of a grammar form has to be completed or matched to a reason , give the activity as it is to all
pupils but give the correct answers to less proficient pupils and add additional, clear examples that they match to the analysis. Give more
proficient pupils sentence writing, e.g. requiring them to write new sentences based on the prompts a-d (habits, scientific facts, etc.) using
the present simple.
iii) For activities involving filling in a table or categorising, add some items into the table in advance for less proficient pupils but leave other
pupils to do all the items themselves, and add some additional items for more proficient pupils.
iv) For a standard writing activity, pupils write an email using the prompts provided but give less proficient pupils a skeleton or an outline to
help them organise their ideas. Ask more proficient pupils to write responses to other proficient pupils’ emails.
Sometimes, you can also give different tasks to more proficient and less proficient groups of pupils according to their needs and interests: see
strategy 6 for more on this.
Another way to differentiate by task, if using the same task for the whole class, is to include some open-ended items which allow for a large
number of correct responses. This can vary in terms of the amount pupils produce or the complexity of their answers.

Tasks might include:
 brainstorming lists
 creating mind maps
 thinking of examples
 playing games requiring personalised answers, e.g. about their families / favourite food
 doing a presentation of information
Open-ended discussion tasks (e.g. Tell me about life in cities and life in the country, or What will happen next?) allow more proficient pupils
to contribute with more unusual words, more complex language, or more original ideas.
Project work is particularly good for differentiating tasks. You can give slightly different tasks to less and more proficient pupils, e.g. a stronger
group may be asked to create a booklet and presentation on historical places in Malaysia; less proficient pupils might be asked to create the
same for one historical place. (See also additional ideas in Strategy 4).
Strategy 3: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
i) your own ‘teacher talk’ (e.g. ‘Look at the words in the box. Which one is a number?’)
ii) with gestures or mime
iii) utilising more proficient pupils to reinforce, e.g. you set an instruction or clarify a new word - to check the instruction or reinforce the word,
then choose a more proficient pupil to repeat or explain again. This will encourage more proficient pupils to produce language and add
challenge for them and the repetition will also support less proficient pupils.
iv) with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary),
v) with written words (e.g. written words on a worksheet to help pupils with spelling)
vi) when giving tasks, have two worksheets – add in a clarification of important and/or difficult vocabulary in basic English or mother tongue.

vii) where pupils are doing project work, encourage more proficient pupils to do more, e.g. research content themselves. Support less proficient
pupils with input, e.g. give them handouts of information to start using rather than expect them to find this themselves.
Different types and amount of support can be given to less proficient pupils, depending on their needs, or can be used to provide extension
challenge for more proficient pupils.
Strategy 4: Differentiate by the outcome expected from pupils
You may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they
feel successful. Four useful strategies here are:
i. Compulsory plus optional
Here, you set pupils targets such as, With your partner, write 2 sentences or more, or In your group use two new words. The minimum target
(2 sentences, 2 new words) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a
chance for more proficient pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they
will soon get the idea of going beyond the minimum target. This can be simple, e.g. ‘There are 10 true and false questions for the reading.
You have 5 minutes. You must do 5 questions – you can choose any 5. If you have time you can do more.’ This will allow pupils to do more
or less and also to choose the questions they find easiest.
ii. Remember and share
If pupils are asked to remember and share, they have to tell you words or ideas they learned in a previous lesson or task. (E.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). This task
allows all pupils to make successful contributions.
iii. Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well, have a few extension questions to hand and ask
them. Alternatively ask them to rewrite sentences or think of their own additional questions to ask other more proficient pupils.
iv. Project outcome
If pupils are doing project work, encourage more proficient pupils to do more – either produce a greater quantity of output or produce more
complex outcomes. For example, if pupils are doing a project on the environment, more proficient pupils can research and produce a written
report and do a class presentation; less proficient pupils can be given materials to use for ideas and produce a short illustrated summary
only.

Strategy 5: Differentiate by the time pupils are given to complete a task.
Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given
a little more time to finish. Extension tasks for pupils who complete the task early should also be provided (e.g. Write three more sentences
using the same new words; Label the picture in the textbook and check any you don’t know in the dictionary; Talk with your friend in English:
You choose what to talk about).
If pupils are doing group work, match fast finishers with other fast finishers to do additional work, e.g. Think of three more questions and ask
your new partner.
Rewarding fast finishers with something ‘fun’ to do (such as playing a game or using digital applications) should be avoided, as this will
encourage pupils to work quickly, rather than to work carefully at their own speed. Extension tasks should extend and enrich learning.
Strategy 6: Differentiate by supporting individual learning preferences and needs
When appropriate, you can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for
example, pupils decide for themselves which tasks they want to do (e.g. the type of writing task they complete or a revision game), depending
on the ways they prefer to learn or topics they find interesting.
Different pairings and groupings will allow pupils to work in different ways – you can sometimes pair up pupils who can help and support
each other (e.g. one who can write and one who cannot yet write well) or who enjoy working together. It is good to avoid grouping more
proficient pupils and less proficient pupils together all the time. Vary the interactions as this will allow all pupils to benefit from different
dynamics. Sometimes you might want to mix girls and boys, or have single-sex pairs/groups.
In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. You should make sure to vary
pairing and grouping over time.
You can support needs by setting individual tasks and targets for pupils based on assessment. This works well for reading and writing work
in particular. For example, you might decide on a writing target for each child; if a pupil is not yet a proficient writer, you can provide them with
different tasks from those pupils who can already write effectively. If a few pupils are proficient writers, they could be given extension tasks. For
reading, pupils can be encouraged to keep a reading log (including notes on what they have read, the content of the text, whether they enjoyed
it or not etc.). This works well as more proficient pupils can include much more detail and record greater numbers of texts.

Strategy 7: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open
questions usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Why did dinosaurs
die? A disease or a natural disaster?) gives them a chance to produce accurate answers, as they are usually easier to answer than open
questions.
Asking open questions to more proficient pupils (e.g. What should we do if there was a natural disaster like a flood?) provides extension
challenge. As less proficient pupils grow in confidence and competence, you can ask them more open questions. Sometimes there are also
good reasons for asking more proficient pupils easier questions, as this involves them in the lesson and can help the pace of the lesson too.
Strategy 8: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is currently less
proficient at writing has tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 1 –
3 misspellings of common or important words highlighted. The pupil should respond to this feedback because the suggested improvement is
achievable for them. If a more proficient pupil writes well and makes 2 misspellings, you can tell them the lines in which the misspellings are,
and ask them to find and correct them.
You can use a correction code for written tasks, e.g. have a set of symbols or letters which identify errors (T - mistake with tense; Sp - mistake
with spelling, WW – mistake with word choice etc.). More proficient pupils could use the correction key and find their errors. These pupils
should be able to respond to the extension challenge built into this feedback. The same principle could also apply to giving feedback on pupils’
speaking.
Summary
It is extremely important that teachers are aware that a pupil’s proficiency in English is not fixed and because a pupil is currently less proficient
in English, this does not mean in any way that this will remain true throughout a pupil’s secondary education. It is important that all pupils are
challenged and given equal opportunity to develop over time. There has been a considerable amount of research recently into the subject of
the ‘growth mind set’ which looks at, amongst other things, how teacher feedback can impact on a pupil’s development over time. Further
information on the ‘growth mind set’ can be found at: https://www.mindsetworks.com/science/

Glossary of terms in Form 4
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering the lesson. Teachers may find useful the following
explanations of important terms used in Learning Outlines.
Term in Form 4
Meaning
Scheme of Work
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
fast finishers
to move on to the next activity sooner than the majority of pupils.
Involving pupils in the process of assessment by asking pupils to give feedback to a peer on specific aspects of their learning,
peer-assessment 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.
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
probing questions
instead (of…)? / Does anyone agree/disagree with that? Why?)
Involving pupils in the process of assessment by asking pupils to self-assess specific aspects of their learning. For example,
self-assessment
learning diaries kept by pupils can reveal areas that need clarification or specific skills that need further development
Providing pupils with an opportunity to talk through their ideas with a partner or in a small group. When teachers give pupils time
talk partners to discuss their ideas with a partner or in a small group, they can assume that everyone in the class is ready to provide an
answer.
wait time The time given between asking a question and expecting a response to it.

Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of
some of the terms used.
Page in
Meaning
curriculum Terms in Form 4 MPAK curriculum framework
framework
Listening
Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of familiar Familiar contexts are ones which pupils know and are relevant to pupils’ lives, e.g.
contexts home, school, neighbourhood and nearest town/city. inside and outside of school.
Pupils in rural or remote areas and pupils who live in cities may be familiar with
different contexts. Please consider your local context to decide what is familiar to
your pupils.
Listening 1.2.1 longer simple texts

Understand with support the main idea of longer Longer simple texts are those with more than four or five utterances or sentences.
simple texts on a range of familiar topics They usually contain more than one paragraph. They should be easy for pupils to
understand.
See also Listening 1.2.2
Listening 1.2.2 specific information

Understand with support specific information and Specific information is in the details of a text. Pupils may listen to a text and try to
details identify a number, name or another piece of particular detailed information. They
may not be focussed on the overall general meaning of a text, however.
See also Reading 3.2.2
Listening 1.2.3 longer simple narratives

Understand with support longer simple narratives Longer narratives are stories or sequences of events which are usually more than 15
lines long, and may be considerably longer in some forms, such as a book or comic.
Simple narratives contain language which pupils can understand, and which is
familiar. In Form 4, narratives should be on a range of different topics which are
familiar to pupils in the Skills Development Stream.

Please use your own judgment when selecting such narratives, based on the level,
context and interest of the pupils you teach.
Listening 1.2.4 a sequence of supported classroom instructions

Understand a sequence of supported classroom Classroom instructions are the instructions teachers use to direct pupils to do
instructions activities. These should be longer and slightly more complex, for example using full
sentences and combining two or three instructions into a sequence (e.g. First, read
the title and answer question 1. Then read the whole text to answer questions 2 and
3). Support classroom instructions using modelling, demonstration, miming and
closed questions to check understanding of all pupils.
Listening 1.2.5 supported questions

Understand a sequence of supported questions Supporting questions involves using mime and gesture, modelling and routines. This
also includes using pictures and objects to visually support meaning. By the end of
Form 4, pupils in the Skills Development Stream are expected to hear and
understand a sequence or 2 or 3 of such questions.
Listening 1.3 listening strategies

Use appropriate listening strategies in a variety of Listening strategies are the techniques we use when we listen, i.e. what we do to
contexts help us understand when we listen. For example, predicting what we’ll hear,
guessing the meaning of words we don’t know.
Listening 1.3.1 unfamiliar words

Guess the meaning of unfamiliar words from clues These are words pupils do not know or understand in English.
provided by other known words other known words
These are the words pupils already understand. They may also be able to use them.
See also 3.2.3

Speaking
Speaking 2.1 simple information

Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively.
Examples include pupils talking about themselves, giving personal information or
saying what they like. The Form 4 Skills Development Stream textbook provides
frequent opportunities for pupils to communicate simple information orally.
Speaking 2.1.1 detailed information

Give detailed information about themselves Pupils will talk in more detail about themselves, their background, their opinions,
preferences and experiences. This information is still familiar to pupils and related to
See also 4.2.1 their own lives.
Speaking 2.1.3 simple advice

Ask for, give and respond to simple advice Simple advice is a short piece of advice normally no longer than a sentence using
simple language e.g. ‘Eat an apple – it’s good for you.’
See also 4.2.2
Speaking 2.2.1 short exchanges

Keep interaction going in short exchanges An exchange is a dialogue – that is, when there are two (or more) people
communicating. A short exchange will usually include two turns but could include up
to four or five turns if they are very short (e.g. one word/phrase or a fixed phrase).
Speaking 2.2.2 a set of basic steps

Agree a set of basic steps needed to complete These steps refer to the procedures for carrying out an activity in the classroom.
short classroom tasks They should be clear, short and easy to understand and will appear in a short
sequence. Pupils will work with others to discuss such steps when deciding how to
work as a group or pair, for example. (E.g. First, I need to tell you my answers. You
listen and write them, don’t you?)

Speaking 2.3.1 short basic stories and events
Narrate short basic stories and events Where pupils are asked to tell stories themselves, they are narrating the story. They
may also be recounting an event which is familiar to them. If written, the texts should
be around one or two short paragraphs long and be simple in nature; or they may be
unscripted. They may be pupil-made or be based on other input.
Reading
Reading 3.2.4 familiar print and digital resources

Use with support familiar print and digital These are resources which pupils will use when reading to check their understanding
resources to check meaning or find out the meaning of unfamiliar words. Print resources may include monolingual
dictionaries, glossaries etc., which pupils will have used in previous years. Digital
resources may include online dictionaries, word games, apps or CD-ROM based
resources.
Reading 3.3.1 A2 fiction/non-fiction print and digital texts

Read and enjoy A2 fiction/non-fiction print and These are reading texts for learners of English at CEFR A2 level. Examples include
digital texts of interest stories, poems, quizzes, reference books, appropriate websites etc.
Writing
Writing 4.2 basic information

Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above),
range of purposes in print and digital media i.e. frequent, everyday information. Examples include pupils talking about
themselves, giving personal information or saying what they like. The textbook
provides frequent opportunities for pupils to communicate basic information in
writing.
a range of purposes
The range of purposes is described in the learning standards for Form 4 Skills
Development Stream. These purposes involve finding out about and giving personal
details and opinions.

Writing 4.2.4 suitable statements
Describe people, places and objects using suitable Pupils should be able to describe something (people, places and objects) effectively
statements by the end of Form 4. In order to do this, they should be able to communicate
sufficient and accurate detail about it in a simple but clear way. It may include the
pupils themselves or the world around them.
Writing 4.2.5 coherent paragraph

Connect sentences into one or two coherent This is a paragraph which is made up of sentences that fit together in meaning and
paragraphs using basic coordinating through appropriate use of linking words.
conjunctions and reference pronouns
basic coordinating conjunctions
These are linking words which join words, phrases, sentences or parts of sentences
to bring them together. They should continue to be simple in Year 5, such as also,
but, so.
reference pronouns
A word which represents a noun, In Year 5, these should be simple, such as
him/her/me etc.
Writing 4.3.1 independent writing
Use capital letters, full stops, commas in lists and In Form 4 Skills Development Stream, pupils begin to write independently, with a
question marks appropriately in independent very minimal amount or without models or other support (e.g. with content,
writing at discourse level vocabulary or language).
See also Writing 4.3.2 discourse level

The writing should be longer than a single sentence.
Writing 4.3.2 high frequency words
Spell a range of high frequency words accurately High frequency words are words which pupils use often in classroom activities,
in independent writing especially in writing, e.g. common verbs: be, come, like; common adjectives: cold,
happy, beautiful; common nouns: school, sister, computer, etc.
Writing 4.3.3 feedback

Produce a plan or draft of one or two paragraphs for Feedback (positive and constructive) may come from the teacher or from other
a familiar topic and modify this appropriately in pupils (peer feedback). It is also possible for pupils to review drafts of their own
response to feedback writing and revise them based on this. In this case, the feedback would come from
self-assessment.

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
LESSON 1 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
WEEK: __
TOPIC: Making New Friends CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Vocabulary and
expressions related to self-introduction
CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson (Memory Game) Textbook pp. 6 and 7 Fast finishers can move on to
1. Pupils sit in a circle to introduce themselves: (My name’s Amir) Enrichment Activity on page
Listening 1.2 Listening 1.2.2 2. The next pupil introduces the pupil(s) before him / her. Then QR Code pp. 6 and 7 11.
Understand Understand with the pupil introduces himself / herself. (His name is Amir; my
meaning in a support specific name is Amira). Audio Script p.178 To support less confident
variety of familiar information and 3. Play this game until everyone has introduced themselves. pupils, pause the listening
contexts details of longer track at selected intervals to
simple texts on a allow thinking time.
Lesson delivery.
range of familiar Alternatively, read and pause
Listening 1 Activities A and B focus on the main skill for this lesson.
topics at specific intervals from the
Speaking 1 Activity A focuses on the complementary skill.
audio script in the textbook if
Complementary Complementary it helps less proficient pupils
Post-lesson
Skill Skill to listen to your voice rather
Ask pupils to identify with their talk partner(s) at least one new word
than that of a native speaker.
Speaking 2.1 Speaking 2.1.1 or expression that they have learned in relation to the topic. When
Play the track by scanning
pupils are ready, share words/expressions as a whole class.
Communicate Give detailed the QR code when pupils feel
information, ideas, information about more confident.
opinions and themselves
feelings intelligibly For additional differentiation
on familiar topics strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

LESSON 2 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
WEEK:
__

LEARNING OUTLINE
Organise talk partners or
Main Skill Main Skill Pre-lesson Textbook p. 7 grouping so that a more
Choose an appropriate pre-lesson activity that better suits pupils’ proficient pupil can help and
Speaking 2.1 Speaking 2.1.1 needs/interests that will review the language and/or vocabulary and support a less proficient pupil.
Communicate Give detailed prepares the pupils for the lesson. Support can be given to less
simple information information about proficient pupils depending on
intelligibly themselves Lesson delivery their needs, such as by
Speaking 1 Activity B focuses on the main skill for this lesson. providing vocabulary to use in
Complementary Complementary Speaking 1 Activity C focuses on the complementary skill. the speaking task, or
Skill Skill sentence starters and model
Post-lesson sentence constructions to
Speaking 2.1 Speaking 2.1.2 Ask pupils to review their learning in this lesson by describing what help pupils produce
Communicate Find out about and they have learnt in the lesson and how they learnt it. Allow pupils to sentences.
simple information describe discuss their ideas with their talk partner(s) before collecting ideas
intelligibly experiences up to as a class. For differentiation strategies,
now please refer to the provided
list of differentiation strategies
and select appropriate
strategy / strategies based on
the needs of the pupils.

LESSON 3 (Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
WEEK:
TOPIC: Making New Friends CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Indirect Questions
Using Present Tense
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 8 and 10 For differentiation strategies,
Refer to Warm Up Activity on page 6. please refer to the provided
Reading 3.2 Reading 3.2.1 list of differentiation strategies
Understand a Understand the Lesson delivery and select appropriate
variety of linear main idea of simple Reading 1 Activities A and B focus on the main skill for this lesson. strategy / strategies based on
and non-linear texts of two Reading 1 Activity C focuses on the complementary skill. the needs of the pupils.
print and digital paragraphs or more As a follow-up activity to Reading Activity, pupils can practise
texts by using Grammar Focus on page 10.
appropriate
reading strategies Post-lesson
Ask pupils to review their learning by giving a one-minute verbal
Complementary Complementary summary of the lesson. Allow pupils to discuss their ideas with their
Skill Skill talk partner(s) and then to choose pupils to share their summaries
with the class.
Reading 3.2 Reading 3.2.3
Understand a Guess the meaning
variety of linear of unfamiliar words
and non-linear from clues
print and digital provided by title,
texts by using topic, and other
appropriate known words
reading strategies

LESSON 4 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
WEEK:
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson

Pupils are presented with a few sample emails. Teacher asks Textbook p. 9 Support can be given to less
Writing 4.2 Writing 4.2.1 questions based on the emails. proficient pupils depending on
Communicate Give detailed E.g.: What do you write in the ‘To:’ column? their needs, such as by
basic information information about What do you understand by the term ‘CC:’? providing vocabulary to use
intelligibly for a themselves or sentence starters and
range of purposes Lesson delivery model sentence
in print and digital Writing 1 Activity A focuses on the main skill for this lesson. constructions.
media Writing 1 Activity B focuses on the complementary skill.
For differentiation strategies,
Complementary Complementary Post-lesson please refer to the provided
Skill Skill Choose an appropriate post-lesson activity that suits your pupils’ list of differentiation strategies
needs and interests that will review the main areas covered in the and select appropriate
Writing 4.3 Writing 4.3.1 lesson. strategy / strategies based on
Communicate Use capital letters, the needs of the pupils.
with appropriate full stops, commas
language, form in lists and
and style question marks
appropriately in
guided writing at
discourse level

WEEK:
TOPIC: Making New Friends CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
festivals
__

LEARNING OUTLINE
To support less confident
Main Skill Main Skill Pre-lesson Textbook pp. 12 and 17 pupils, pause the listening
Refer to Warm Up Activity on page 12. track at selected intervals to
Listening 1.2 Listening 1.2.3 QR Code p. 12 allow thinking time.
Understand Understand with Lesson delivery. Alternatively, read and pause
meaning in a support longer Listening 2 Activity A focuses on the main skill for this lesson. Audio Script p. 179 at specific intervals from the
variety of familiar simple narratives on To achieve the complementary skill, pupils read hands-on activity on audio script in the textbook if
contexts a range of familiar page 17. Then, ask pupils to plan how they are going to decorate it helps less proficient pupils
topics their classroom for the celebration. to listen to your voice rather
than that of a native speaker.
Complementary Complementary Post-lesson Play the track by scanning
Skill Skill Review pupils’ learning in this lesson with “Tell me three things…” the QR code when pupils feel
 You have learnt today more confident.
Speaking 2.2 Speaking 2.2.2  You have done well For differentiation strategies,
Use appropriate Agree a set of basic  Your talk partner has done well please refer to the provided
communication steps needed to list of differentiation strategies
strategies complete and select appropriate
short classroom strategy / strategies based on
tasks the needs of the pupils.

WEEK:
expressions related to festivals
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Organise talk partners or

Choose an appropriate pre-speaking activity that suits the topic. grouping so that a more
Speaking 2.3 Speaking 2.3.1 Sample activity: proficient pupil can help and
Communicate Narrate short basic Watch a video on different types of festivals in Malaysia by scanning support a less proficient pupil.
appropriately to a stories and events the QR Code.
small or large Support can be given to less
group Lesson delivery proficient pupils depending on
Speaking 2 focuses on the main skill for this lesson. their needs, such as by
Complementary Complementary To achieve the complementary skill, pupils carry out a class survey QR Code (pre-lesson) providing vocabulary to use in
Skill Skill on the types of dishes served during each festival and present it to the speaking task, or
the class. Textbook p. 13 sentence starters and model
Speaking 2.2 Speaking 2.2.2 sentence constructions to
Communicate Agree a set of basic Post-lesson help the pupil produce
appropriately to a steps needed to Ask pupils to review their learning in this lesson by describing what sentences.
small or large complete they have learnt in the lesson and how they learnt it. Allow pupils to
group short classroom discuss their ideas with their talk partner(s) before collecting ideas For differentiation strategies,
tasks as a class. please refer to the provided

WEEK:
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp.14 and 15 Fast finishers can move on to
Choose an appropriate pre-speaking activity that suits the topic. Activity D.
Reading 3.3 Reading 3.3.1 Sample activity:
Read Read and enjoy A2 Teacher shows a picture of firecrackers and asks questions. For differentiation strategies,
independently for fiction or non-fiction e.g.: What are these? please refer to the provided
information and print and When do you light them up? list of differentiation strategies
enjoyment digital texts of Why do you think they are lit up during the festival(s)? and select appropriate
interest strategy / strategies based on
Lesson delivery the needs of the pupils.
Complementary Complementary Reading 2 Activity A focuses on the main skill for this lesson.
Skill Skill Reading 2 Activities B and C focus on the complementary skill.
Reading 3.2 Reading 3.2.2 Post-lesson

Understand a Understand Ask pupils to review their learning by giving a one-minute verbal
variety of linear specific information summary of the lesson. Allow pupils to discuss their ideas with their
and non-linear and details of two talk partner(s) and then to choose pupils to share their summaries
print and digital paragraphs or more with the class.
texts by using
appropriate
reading strategies

WEEK:
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 16 Support can be given to less
Teacher asks questions to elicit pupils’ prior knowledge of sharing proficient pupils depending on
Writing 4.2 Writing 4.2.3 their experiences celebrating a festival. their needs, such as by
Communicate Narrate factual providing vocabulary to use
basic information events and Lesson delivery or sentence starters and
intelligibly for a experiences of Writing 2 Activities A and B focus on the main and the model sentence constructions
range of purposes interest complementary skills for this lesson.
in print and digital For differentiation strategies,
media Post-lesson please refer to the provided
Ask pupils to provide peer feedback on each other’s diary entry in list of differentiation strategies
Complementary Complementary the lesson (in pairs or small groups) using two stars ( ) and a wish and select appropriate
Skill Skill strategy / strategies based on
( ): two things that were good (stars) and one area for the needs of the pupils.
Writing 4.3 Writing 4.3.1 improvement (wish). While monitoring the activity collect examples
Communicate Use capital letters, of the feedback to share (anonymously) with the whole class.
with appropriate full stops, commas
language, form in lists and
and style question marks
appropriately in
independent writing
at discourse level

WEEK:
TOPIC: My Occupation CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Vocabulary

__
related to jobs and chores

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 20 To support less confident

Refer to Warm Up Activity on page 20 pupils, pause the listening
Listening 1.2 Listening 1.2.2 QR Code p. 20 track at selected intervals to
Understand Understand with Lesson delivery allow thinking time.
meaning in a support specific Listening 1 Activities A and B focus on the main skill for this lesson. Audio Script p. 179 Alternatively, read and pause
variety of familiar information and Listening 1 Activity C focuses on the complementary skill. at specific intervals from the
contexts details of longer audio script in the textbook if
simple text s on a Post-lesson it helps less proficient pupils
range of familiar Ask pupils to review their learning in this lesson by describing what to listen to your voice rather
topics. they have learnt in the lesson and how they learnt it. Allow pupils to than that of a native speaker.
discuss their ideas with the talk partner(s) before collecting ideas as Play the track by scanning
Complementary Complementary a class. the QR code when pupils feel
Skill Skill more confident.
Listening 1.3 Listening 1.3.1 For differentiation strategies

Use appropriate Guess the meaning please refer to the provided
listening of unfamiliar words list of differentiation strategies
strategies in a from clues provided and select appropriate
variety of contexts by other known strategy/strategies based on
words the needs of the pupils.

WEEK:
TOPIC: My Occupation CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
__
jobs and chores
CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Textbook p. 21 Organise talk partners or grouping so
Pupils in groups list down as many occupations as they know that a more proficient pupil can help
Speaking 2.1 Speaking 2.1.5 within 3 minutes. A representative reads out the words. The and support a less proficient pupil.
Communicate Describe people, group with the most words is the winner. Support can be given to less proficient
simple places and objects pupils depending on their needs, such
information using suitable as by providing vocabulary to use in
intelligibly statements. Lesson delivery the speaking task, or sentence starters
Speaking 1 focuses on the main and the complementary skills and model sentence constructions to
Complementary Complementary for this lesson. help the pupil produce sentences.
Skill Skill For additional differentiation
strategies, please refer to the provided
Speaking 2.1 Speaking 2.1.2 Post-lesson list of differentiation strategies and
Communicate Find out about and Ask pupils to review their learning in this lesson by describing select appropriate strategy/ strategies
simple describe what they have learnt in the lesson and how they learnt it. based on the needs of the pupils.
information experiences up to Allow pupils to discuss their ideas with the talk partner(s)
intelligibly now before collecting ideas as a class.

LESSON11 (Reading 3) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
WEEK:
TOPIC: My Occupation CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS Vocabulary

__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 22 and 23 For differentiation strategies
Pupils complete a circle map (an occupation). please refer to the provided
Understand a Understand specific and select appropriate
variety of linear Information and Lesson delivery strategy/strategies based on
and non – linear details of two Reading 1 Activities A and B focus on the main skill for this lesson. the needs of the pupils.
print and digital paragraphs or more Reading 1 Activity C focuses on the complementary skill.
texts by using
appropriate
reading strategies Post-lesson
Ask pupils to review their learning by giving a one-minute verbal
Complementary Complementary summary of the lesson. Allow pupils to discuss their ideas with their
Skill Skill talk partner(s) and then to choose pupils to share their summaries
with the class.
Understand a Use with support
variety of linear familiar print and
and non – linear digital resources to
print and digital check meaning
texts by using
appropriate
reading strategies

WEEK:

__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 24 Fast finishers can move on to
Teacher conducts a quiz on occupation. Enrichment activity on page
Writing 4.2 Writing 4.2.4 E.g. What do you call a person who cuts hair? 26.
Communicate Describe people, Where does a doctor work?
basic information places and objects Support can be given to less
intelligibly for a using suitable proficient pupils depending
range of purposes statements Lesson delivery on their needs, such as by
in print and digital Writing 1 focuses on the main and the complementary skills providing vocabulary to use
media for this lesson. or sentence starters and
model sentence
constructions.
Complementary Complementary Post-lesson
Skill Skill Put pupils in groups of 4-5. Ask them to read short For differentiation strategies
descriptions of occupations for their classmates to guess the please refer to the provided
Writing 4.3 Writing 4.3.2 occupation. list of differentiation
Communicate Spell a range of strategies and select
with appropriate high frequency appropriate
language, form words accurately in strategy/strategies based on
and style independent writing the needs of the pupils.

WEEK:

__

LEARNING OUTLINE

Refer to Warm Up Activity on page 27 pupils, pause the listening
Listening 1.2 Listening 1.2.2 QR Codes p. 27 track at selected intervals to
Understand Understand with allow thinking time.
meaning in a support specific Lesson delivery Audio Script p. 180 Alternatively, read and pause
variety of familiar information and Listening 2 Activity A focuses on the main skill for this lesson. at specific intervals from the
contexts details of longer Listening 2 Activity B focuses on the complementary skill. audio script in the textbook if
simple texts on a it helps less proficient pupils
range of familiar to listen to your voice. Play
topics. Post-lesson the track by scanning the QR
Ask pupils to review their learning in this lesson by describing what code when pupils feel more
they have learnt in the lesson and how they learnt it. Allow pupils to confident.
Complementary Complementary discuss their ideas with the talk partner(s) before collecting ideas as
Skill Skill a class. For differentiation strategies
please refer to the provided
Listening 1.2 Listening 1.2.3 list of differentiation strategies
Understand Understand with and select appropriate
meaning in a support longer strategy/strategies based on
variety of familiar simple narratives on the needs of the pupils.
contexts a range of familiar
topics

WEEK:
TOPIC: My Occupation CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Present Continuous,
__
going to, will

Main Skill Main Skill Pre-lesson Textbook pp. 25 and Organise talk partners or grouping so
Refer to Warm Up Activity on page 28. 28 that a more proficient pupil can help
Speaking 2.1 Speaking 2.1.4 and support a less proficient pupil.
Communicate Ask about and Lesson delivery
simple describe future This lesson focuses on Speaking 2 Activity and Grammar Support can be given to less proficient
information plans. Focus (page 25). pupils depending on their needs, such
intelligibly In the Speaking activity pupils ask about and describe future as by providing vocabulary to use in
plans using the correct use of Present Continuous. Pupils the speaking task, or sentence starters
Complementary Complementary practise Grammar Focus on page 25 before carrying out and model sentence constructions to
Skill Skill Speaking 2 Activity. help the pupil produce sentences.
Listening 1.2 Listening 1.2.5 Speaking 2 focuses on the main skill. Ask pupils to listen to For differentiation strategies please
Communicate Understand a the questions read out by the teacher in order to practise the refer to the provided list of
simple sequence of complementary skill. differentiation strategies and select
information supported E.g. What is your future plan? appropriate strategy/strategies based
intelligibly questions How are you going to achieve it? on the needs of the pupils.
Post-lesson
Ask pupils to review their learning in this lesson by completing
an exit card: ‘what went well in your learning?’ and ‘your
learning would have been even better if…’

WEEK:

__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 29 For differentiation strategies

Teacher asks pupils to name the athletes they know. please refer to the provided
Reading 3.2 Reading 3.2.2 list of differentiation
Understand a Understand specific Lesson delivery strategies and select
variety of linear Information and Reading 2 Activity A focuses on the main skill for this lesson. appropriate
and non – linear details of two Reading 2 Activity B focuses on the complementary skill. strategy/strategies based on
print and digital paragraphs or more the needs of the pupils.
texts by using Post-lesson
appropriate Teacher reads statements pertaining to occupations. Pupils
reading strategies need to identify if the statements are true or false using the
cards given. (green to show True and red to show False)
Complementary Complementary E.g. A chef works in a clinic.
Skill Skill A barber cuts hair.

Read Read and enjoy A2
independently for fiction or non-fiction
information and print and digital
enjoyment texts of interests

WEEK:

__

LEARNING OUTLINE
Teacher shows a sample of a Curriculum Vitae (CV) and proficient pupils depending
Writing 4.3 Writing 4.3.2 asks questions. on their needs, such as by
Communicate Spell a range of E.g. What is a CV? providing vocabulary to use
with appropriate high frequency Why do you need a CV? or sentence starters and
language, form words accurately in model sentence
and style independent writing Lesson delivery constructions.
Writing 2 Activity B focuses on the main skill.
Reading 2 Activity A focuses on the complementary skill for For differentiation strategies
Complementary Complementary this lesson. please refer to the provided
Skill Skill list of differentiation
Post-lesson strategies and select
Reading 3.2 Reading 3.2.2 Ask pupils to review their learning in this lesson by getting appropriate
Understand a Understand specific them to identify with their talk partner(s) at least one new strategy/strategies based on
variety of linear Information and word or expression that they have learned in relation to the the needs of the pupils.
and non – linear details of two topic. When pupils are ready, collect and share
print and digital paragraphs or more words/expressions as a whole class.
texts by using
appropriate
reading strategies

WEEK:
TOPIC: Wonderful Malaysia CROSS CURRICULAR ELEMENT(S): Patriotism LANGUAGE/GRAMMAR FOCUS: Indirect questions
__
using past tense

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 34 You can pause the track at
Refer to Warm Up Activity on page 34. selected intervals to allow
Listening 1.2 Listening 1.2.1 Alternatively, choose another appropriate pre-lesson activity that QR Code p 34 pupils to think and complete
Understand Understand with better suits pupils’ needs/interests and prepares the pupils for the the activities. Alternatively,
meaning in a support the main lesson. Audio Script p 181 read and pause at specific
variety of familiar idea of longer intervals from the audio script
Lesson delivery.
contexts simple texts on a in the text book if it helps less
Listening 1 Activity A focuses on the main skill for this lesson.
range of familiar proficient pupils. Play the
Listening 1 Activity B focuses on the complementary skill.
topics. track by scanning the QR
code when pupils feel more
Post-lesson
Complementary Complementary confident.
Skill Skill Ask pupils to review their learning in this lesson by completing an
For differentiation strategies
exit card: ‘what went well in your learning?’ and ‘your learning would
Listening 1.2 Listening 1.2.3 have been even better if…’ Collect the cards and use them for
planning subsequent lessons.
meaning in a support longer strategy/strategies based on
variety of familiar simple narratives on the needs of the pupils.
contexts a range of familiar
topics

WEEK:
using past tense
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 35-37 Organise talk partners or
Refer to Warm Up Activity on page 35. grouping so that a more
Speaking 2.1 Speaking 2.1.3 proficient pupil can help and
Communicate Ask for, give and Lesson delivery support a less proficient pupil.
simple information respond to simple Speaking 1 focuses on the main skill for this lesson.
intelligibly advice Reading 1 Activities A and C on pp 36 and 37 focus on the Support can be given to less
complementary skill for this lesson. proficient pupils depending on
Complementary Complementary their needs, such as by
Skill Skill Post-lesson providing vocabulary to use in
Ask pupils to review their learning in this lesson by completing an the speaking task, or
Reading 3.2 Reading 3.2.1 exit card: ‘what went well in your learning?’ and ‘your learning would sentence starters and model
Understand a Understand the have been even better if…’ Collect the cards and use them for sentence constructions to
variety of linear main idea of simple planning subsequent lessons. help the pupil produce
and non-linear texts of two sentences.
print and digital paragraphs or more
texts by using For differentiation strategies
appropriate please refer to the provided
reading strategies list of differentiation strategies
strategy/strategies based on

WEEK:
__
using past tense

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson

Pupils watch a short video on famous places in Malaysia and For differentiation strategies
Reading 3.2 Reading 3.2.1 answer questions based on the video by scanning the QR code. please refer to the provided
Understand a Understand the E.g. Which place is famous for its tea plantation? list of differentiation strategies
variety of linear main idea of simple Where can we find the Stadhuys? and select appropriate
and non-linear texts of two strategy/strategies based on
print and digital paragraphs or more Lesson delivery the needs of the pupils.
texts by using Reading 1 Activity A focuses on the main skill for this lesson.
appropriate Activity B focuses on the complementary skill.
reading strategies QR Code(pre-lesson)
Post-lesson
Textbook pp. 36-37
Complementary Complementary Review pupils’ learning in this lesson with Tell me three things…
Skill Skill  You have learnt today
 You have done well
Reading 3.2 Reading 3.2.3  Your talk partner has done well
variety of linear of unfamiliar words
and non-linear from clues provided
print and digital by the title, topic
texts by using and other known
appropriate words.
reading strategies

WEEK:
__
using past tense

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 38-39 Support can be given to less
Conduct Idea Rush activity. Teacher poses a statement. In groups, proficient pupils depending on
Writing 4.2 Writing 4.2.4 pupils write their ideas on a small piece of paper and present in the their needs, such as by
Communicate Describe people, class. providing vocabulary to use
basic information places and objects E.g. Name the activities that you can do at the beach. or sentence starters and
intelligibly for a using suitable model sentence
range of purposes statements Lesson delivery constructions.
in print and digital Writing 1 focuses on the main and the complementary skills for this For differentiation strategies
media lesson. please refer to the provided
Pupils practise Grammar Focus on page 39 before carrying out the list of differentiation strategies
Complementary Complementary writing activity. and select appropriate
Skill Skill . strategy/strategies based on
Post-lesson the needs of the pupils.
Writing 4.2 Writing 4.3.1 Ask pupils to review their learning by giving a one-minute verbal
summary of the lesson. Allow pupils to discuss their ideas with their
Communicate Use capital letters, talk partner (s) and then to choose pupils to share their summaries
basic information full stops, and with the class.
intelligibly for a commas in list and
range of purposes question marks
in print and digital appropriately in
media guiding writing at
discourse level.

LESSON 21(Listening 6) MAIN SKILL FOCUS: Listening THEME: People and Culture
WEEK:
TOPIC: Wonderful Malaysia CROSS CURRICULAR ELEMENT(S): Patriotism LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
__
holiday activities

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Fast finishers can move on to

Listen to a song “Summer Holiday.” Answer questions based on the the Enrichment Activity on
Listening 1.2 Listening 1.2.2 song. Scan the QR Code. page 40
Understand Understand with E.g. How long is the holiday? You can pause the track at
meaning in a support specific What season is mentioned in the song? selected intervals to allow
variety of familiar information and pupils to think and complete
contexts details of longer Lesson delivery the activities. Alternatively,
simple texts on a Listening 2 Activities A and B focus on the main skill. read and pause at specific
range of familiar Listening 2 Activity C focuses on the complementary skill. QR Code(pre-lesson) intervals from the audio script
topics in the text book if it helps less
Post-lesson Textbook p. 41 proficient pupils. Play the
Choose an appropriate post-lesson activity that suits pupils’ track by scanning the QR
Complementary Complementary needs/interests and that will review learning in the lesson. Audio Script p.181 code when pupils feel more
Skill Skill confident.
For differentiation strategies
Listening 1.3 Listening 1.3.1 please refer to the provided
Use appropriate Guess the meaning list of differentiation strategies
listening of unfamiliar words and select appropriate
strategies in a from clues provided strategy/strategies based on
variety of contexts by other known the needs of the pupils.
words .

LESSON 22 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: People and Culture
WEEK:
__
transportation

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 42 Organise talk partners or

Play a guessing game called “Hang man”. Pupils need to guess grouping so that a more
Speaking 2.1 Speaking 2.1.3 different types of transportation. proficient pupil can help and
Communicate Ask for, give and E.g. automobile support a less proficient pupil.
simple information respond to simple ferry
intelligibly advice Support can be given to less
Lesson delivery proficient pupils depending on
Speaking 2 focuses on the main and the complementary skills for their needs, such as by
Complementary Complementary this lesson. providing vocabulary to use in
Skill Skill Pupils write the answers in the notebook. the speaking task, or
sentence starters and model
Speaking 2.1 Speaking 2.1.5 Post-lesson. sentence constructions to
Communicate Describe people, Ask pupils to review their learning in this lesson by completing an help the pupil produce
simple information places and objects exit card: ‘what went well in your learning?’ and ‘your learning would sentences.
intelligibly using suitable have been even better if…’ Collect the cards and use them for For differentiation strategies
statements planning subsequent lessons. please refer to the provided
strategy/strategies based on

LESSON 23 (Reading 6) MAIN SKILL FOCUS: Reading THEME: People and Culture
WEEK:
events
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson For differentiation strategies

Watch a short video on “Why do we need trees?” and answer please refer to the provided
Reading 3.2 Reading 3.2.2 questions based on the video. Scan the QR Code. list of differentiation strategies
Understand a Understand specific E.g. Why are trees important? and select appropriate
variety of linear information and Why are trees dying? strategy/strategies based on
and non-linear details of two the needs of the pupils.
print and digital paragraphs and Lesson delivery
texts by using more Reading 2 Activity A focuses on the main skill.
appropriate To achieve the complementary skill in this lesson, ask pupils to QR Code(pre-lesson)
reading strategies listen to the following instructions.
Textbook p. 43
Complementary Complementary First, read the title. Then read the whole section and fill in the
Skill Skill blanks with suitable words from the poster.
Listening 1.2 Listening 1.2.4 Post-lesson

Understand Understand a Ask pupils to review their learning by giving a one-minute verbal
meaning in a sequence of summary of the lesson. Allow pupils to discuss their ideas with their
variety of familiar supported talk partner (s) and then to choose pupils to share their summaries
contexts classroom with the class.
instructions

LESSON 24 (Writing 6) MAIN SKILL FOCUS: Writing THEME: People and Culture
WEEK:
__
holiday activities

LEARNING OUTLINE
Show a sample of holiday brochures. Ask questions to elicit pupils’ proficient pupils depending on
Writing 4.2 Writing 4.2.5 understanding. their needs, such as by
Communicate Connect sentences E.g. What information can you find in the brochure? providing vocabulary to use
with appropriate into one or two or sentence starters and
language, form coherent Alternatively, choose another appropriate pre-lesson activity that model sentence
and style paragraphs using better suits pupils’ needs/interests and prepares the pupils for the constructions.
basic coordinating lesson. For differentiation strategies
conjunctions and please refer to the provided
reference pronouns Lesson delivery list of differentiation strategies
Writing 2 focuses on the main and the complementary skills for this and select appropriate
lesson. strategy/strategies based on
Complementary Complementary the needs of the pupils.
Skill Skill Post-lesson
Ask pupils to provide peer feedback on each other’s performance in
Writing 4.2 Writing 4.2.3 the lesson (in pairs or small groups) using two stars and a wish: two
Communicate Narrate factual things that were good (stars) and one area for improvement (wish).
with appropriate events and While monitoring the activity collect examples of the feedback to
language, form experiences of share (anonymously) with the whole class
and style interest

LESSON 25 (Listening 7) MAIN SKILL(S) FOCUS: Listening THEME: Science and Technology
WEEK:
TOPIC: Smartphones, Smart Users CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
and Communications Technology mobile phones
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p.50 To support less confident
Activate prior knowledge in this lesson with a True/False activity. pupils, pause the listening
Listening 1.2 Listening 1.2.1 Give pupils red and green cards (green to show True, red to show QR Code p. 50 track at selected intervals to
Understand Understand with False). Teacher reads statements pertaining to smartphone allow thinking time.
meaning in a support the main etiquette. Pupils need to identify if the statements are True or False Audio Script p.182 Alternatively, read and pause
variety of familiar idea of longer using the cards given. at specific intervals from the
contexts simple texts on a E.g. audio script in the textbook if
range of familiar 1. You should use your phone while walking. True or False? it helps less proficient pupils
topics 2. You must lower your voice while talking on the phone. True to listen to your voice. Play
or False? the track by scanning the QR
Complementary Complementary confident.
Lesson delivery.
Skill Skill
Listening 1 Activity focuses on the main skill of this lesson.
For additional differentiation
Speaking 2.1 Speaking 2.1.3 To achieve the complementary skill in this lesson, pupils speak
strategies, please refer to the
about the effects of smartphones in pupils’ daily lives. Pupils are
Communicate Ask for, give and provided list of differentiation
divided into two groups (A and B). In group A, pupils take turns to
simple information respond to simple strategies and select
talk about one effect of smartphone and seek advice from group B.
intelligibly. advice appropriate strategy
Pupils in group B take in turns to give advice.
Post-lesson
Ask pupils to review their learning in this lesson by getting them to
identify with their talk partner(s) at least one new word or expression
that they have learned in relation to the topic of smartphones. When
pupils are ready, collect and share words/expressions as a whole
class.

LESSON 26 (Speaking 7) MAIN SKILL(S) FOCUS: Speaking THEME: Science and Technology
WEEK:
TOPIC: Smartphones, Smart Users CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
and Communications Technology smartphones
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 51 Organise talk partners or

Activate prior knowledge in this lesson by asking pupils to share grouping so that a more
Speaking 2.1 Speaking 2.1.3 their opinions about smartphones in the class. Allow pupils to proficient pupil can help and
Communicate Ask for, give and discuss their ideas with talk partner(s) before collecting ideas as a support a less proficient pupil.
simple information respond to simple class. This pre-lesson is an opportunity to link to the previous Support can be given to less
intelligibly advice lesson. proficient pupils depending on
E.g. What are the effects of smartphones in today’s society? their needs, such as by
providing vocabulary to use in
Lesson delivery the speaking task, or
Complementary Complementary Speaking 1 Activity focuses on the main and the complementary sentence starters and model
Skill Skill skills for this lesson. sentence constructions to
help the pupil produce
Speaking 2.2 Speaking 2.2.1 sentences.
Use appropriate Keep interaction Post-lesson For additional differentiation
communication going in short Ask pupils to review their learning by giving a one-minute verbal strategies, please refer to the
strategies exchanges by summary of the lesson. Allow pupils to discuss their ideas with their provided list of differentiation
asking suitable talk partner(s) and then to choose pupils to share their summaries strategies and select
questions with the class. appropriate strategy/
strategies based on the

LESSON : 27 (Reading 7) MAIN SKILL FOCUS: Reading THEME: Science and Technology
WEEK:
TOPIC: Smartphones, Smart Users CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Technology-
and Communication Technology related vocabulary/collocations
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p.58 For additional differentiation
Teacher writes the topic ‘World’s first smartphone celebrates strategies, please refer to
Reading 3.2 Reading 3.2.1 20 years’. Ask pupils to work in small groups to predict the the provided list of
Understand a Understand the words related to the topic. Check the predictions with the differentiation strategies and
variety of linear main idea of simple whole class before moving on to the lesson. select appropriate strategy
and non-linear texts of two /strategies based on the
print and digital paragraphs or more Lesson delivery needs of the pupils.
texts by using Reading 2 Activities A and B focus on the main and the
appropriate complementary skills for this lesson.
reading strategies
Post-lesson
Complementary Complementary Ask pupils to review their learning in this lesson by describing
Skill Skill what they have learnt in the lesson and how they learnt it.
Allow pupils to discuss their ideas with their talk partner(s)
Reading 3.2 Reading 3.2.2 before collecting ideas as a class.
Understand a Understand specific
variety of linear information and
and non-linear details of two
texts by using
appropriate
reading strategies

LESSON 28: (Writing 7) MAIN SKILL FOCUS: Writing THEME: Science and Technology
WEEK:
TOPIC: Smartphones, Smart Users CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Technology-
and Communication Technology related vocabulary/collocations
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p.59 Support can be given to less
During the lesson, identify 4 or 5 words or sentences with proficient pupils depending
Writing 4.3. Writing 4.3.3 errors that pupils made in a Writing task. These should be on their needs, such as by
Communicate Produce a plan or common errors made by more than 1 pupil. Write the providing vocabulary to use
with appropriate draft of one or two sentences on the board. Ask pupils to form groups to identify or sentence starters and
language form paragraphs for a the errors and to correct them. Elicits answers from the whole model sentence
and style for a familiar topic and class. constructions.
range of purposes modify this For additional differentiation
in print and digital appropriately in Lesson delivery strategies, please refer to
media response to Writing Activities A and B focus on the main and the the provided list of
feedback complementary skills for this lesson. differentiation strategies and
select appropriate strategy/
Post lesson strategies based on the
Complementary Complementary Ask pupils to provide peer feedback on each other’s needs of the pupils.
Skill Skill performance in the lesson (in pairs or small groups) using two
stars and a wish: two things that were good (stars) and one
Writing 4.3. Writing 4.3.1 area for improvement (wish). While monitoring the activity
Communicate Use capital letters, collect examples of the feedback to share (anonymously) with
with appropriate full stops, commas the whole class.
language form in lists and question
and style for a marks appropriately
range of purposes in independent
in print and digital writing at discourse
media level

WEEK:
TOPIC: Modern Home CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions.
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 64 – 66 Fast finishers can move on to
Refer to Warm Up Activity on page 64. Enrichment Activity on page
Listening 1.2 Listening 1.2.2 QR Code p. 64 70.
Understand Understand with Lesson delivery.
meaning in a support specific Audio Script p.183 To support less confident
variety of familiar information and Listening 1 focuses on the main skill for this lesson. pupils, pause the listening
contexts details of longer Speaking 1 focuses on the complementary skill for this lesson. track at selected intervals to
simple texts on a allow pupils to think and
range of familiar Post-lesson complete the activity.
topics Ask pupils to identify with their talk partner(s) at least one of the Alternatively, read and pause
smart gadgets learned and express their experience using the at specific intervals from the
Complementary Complementary gadget. When the pupils are ready, share their experience with the audio script in the textbook if
Skill Skill class. it helps less proficient
students to listen to your
Speaking 2.1 Speaking 2.1.5 voice.
Communicate Describe people, Play the track by scanning
simple information places and objects the QR Code when pupils feel
intelligibly using suitable more confident.
statements

WEEK:
TOPIC: Modern Home CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions.
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 72 and 73 Organise talk partners or
Teacher writes on the board 2 different models of electronic grouping so that a more
Speaking 2.1 Speaking 2.1.3 gadgets. Pupils share their opinions on the model they prefer. proficient pupil can help and
Communicate Ask for, give and support a less proficient pupil.
simple information respond to simple Alternatively, choose another appropriate pre-lesson activity that
intelligibly advice better suits pupils’ needs/interests Support can be given to less
proficient pupils depending on
Complementary Complementary Lesson delivery their needs, such as by
Skill Skill Speaking 2 focuses on the main skill for this lesson. providing vocabulary to use in
Reading 2 Activities A and B focus on the complementary skill. the speaking task, or
Reading 3.3 Reading 3.3.1 sentence starters and model
Read Read and enjoy A2 Post-lesson sentence constructions to
independently for fiction/non-fiction Ask pupils to review their learning by stating three uses of a smart help the pupil produce
information and print and digital gadget of their choice. Allow pupils to discuss their ideas with their sentences.
enjoyment texts of interest talk partner(s) and then to choose pupils to share their ideas with
the class. For differentiation strategies,

LESSON 31 (Reading 8) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
WEEK:
TOPIC: Modern Home CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Adverbs of
__
Technology Sequence: first, next, then, after that, finally

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 67 For differentiation strategies,

Play a game to review objects related to household chores. Pupils please refer to provided list of
Reading 3.2 Reading 3.2.2 take turns to take a verb card and mime the action. Pupils guess the differentiation strategies and
Understand a Understand specific object related to the action. select appropriate strategy/
variety of linear information and E.g. strategies based on the
and non-linear details of two needs of the pupils.
print and digital paragraphs or more Verb Card Object
texts by using sweep broom
appropriate vacuum vacuum cleaner
reading strategies mop mop
Complementary Complementary
Skill Skill Lesson delivery
Reading 1 Activity A focuses on the main skill for this lesson.
Reading 3.2 Reading 3.2.3 Reading 1 Activity B focuses on the complementary skill.
variety of linear of unfamiliar words Post-lesson
and non-linear from clues Ask pupils to review their learning by giving a one-minute verbal
print and digital provided by title, summary of the lesson. Allow pupils to discuss their ideas with their
texts by using topic, and other talk partner(s) and then to choose pupils to share their summaries
appropriate known words with the class.
reading strategies

LESSON 32 (Writing 8) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
WEEK:
TOPIC: Modern Home CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: Adverbs of
__
Technology Sequence: first, next, then, after that, finally

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 68,69 and Fast finishers can move on to
Play a game to review grammar from previous lesson. Teacher 74 Writing 1 Activity B on page
Writing 4.2 Writing 4.2.5 prepares sentence cards and conjunction cards. Pupils with the 68.
Communicate Connect sentences conjunction cards find a partner who has the sentence card. Support can be given to less
basic information into one or two E.g. proficient pupils depending on
intelligibly for a coherent but Ali has a smart phone. their needs, such as by
range of purposes paragraphs using providing vocabulary to use
in print and digital basic coordinating He doesn’t know how to use it. or sentence starters and
media conjunctions and model sentence
reference pronouns constructions.
Lesson delivery
Complementary Complementary Writing 1 Activity A focuses on the main skill for this lesson.
Skill Skill Writing 2 on page 74 focuses on the complementary skill. Pupils
practise Grammar Focus on page 69 before carrying out Writing 2
Writing 4.3 Writing 4.3.1 activity.
Communicate Use capital letters,
with appropriate full stops, commas Post-lesson
language form in lists and Ask pupils to review their learning by giving a one-minute verbal
and style for a question marks summary of the lesson. Allow pupils to discuss their ideas with their
range of purposes appropriately in talk partner(s) and then to choose pupils to share their summaries
in print and digital independent writing with the class.
media at discourse level

WEEK:
TOPIC: Information At Your Fingertips CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary
and Communications Technology related to Technology
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p. 78 You can pause the track at
Refer to Warm Up Activity on page 78 selected intervals to allow
Listening 1.2 Listening 1.2.1 QR Code p. 78 pupils to think and complete
Understand Understand with the activities. Alternatively,
meaning in a support the main Lesson delivery Audio Script p.185 read and pause at specific
variety of familiar idea of longer Listening 1 Activities A and B focus on the main skills for this lesson. intervals from the audio script
contexts simple texts on a Listening 1 Activity C focuses on the complementary skill. in the textbook if it helps less
range of familiar proficient pupils. Play the
topics track by scanning the QR
Post-lesson confident.
Complementary Complementary Ask pupils to identify with their talk partner(s) at least one new word For differentiation strategies
Skill Skill or expression that they have learned in relation to the lesson topic. please refer to the provided
When pupils ae ready, collect and share words/expressions as a list of differentiation strategies
Listening 1.2 Listening 1.2.2 whole class. and select appropriate
Understand Understand with strategy/strategies based on
meaning in a support specific the needs of the pupils.
variety of familiar information and
contexts details of longer
simple text s on a
range of familiar
topics.

WEEK:
TOPIC: Information At Your Fingertips CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
and Communications Technology Technology
__

Teacher poses questions on the dangers of using mobile that a more proficient pupil can help
Speaking 2.1 Speaking 2.1.5 phones at restricted places. and support a less proficient pupil.
Communicate Describe people, E.g. Give two examples of restricted places. Support can be given to less proficient
simple places and objects What can happen when you use the phone while filling pupils depending on their needs, such
information using suitable petrol. as by providing vocabulary to use in
intelligibly statements the speaking task, or sentence starters
Lesson delivery and model sentence constructions to
Speaking 1 Activities A and B focus on the main sand the help the pupil produce sentences.
Complementary Complementary complementary skills for this lesson. Pupils write a short note For differentiation strategies please
Skill Skill on the advantages and disadvantages of using mobile refer to the provided list of
phones. differentiation strategies and select
Writing 4.3 Writing 4.3.2 appropriate strategy/strategies based
Communicate Spell a range of on the needs of the pupils.
with appropriate high frequency Post-lesson
language form words accurately in Ask pupils to review their learning in this lesson by describing
and style for a independent what they have learnt in the lesson and how they learnt it.
range of writing Allow pupils to discuss their ideas with the talk partner(s)
purposes in print before collecting ideas as a class.
and digital media

WEEK:
TOPIC: : Information At Your Fingertips CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson: Sit Down, Stand Up Textbook p. 80 For differentiation strategies
Teacher poses questions. If the statement is True, pupils sit please refer to the provided
Reading 3.2 Reading 3.2.2 down. If it is False, pupils stand up. list of differentiation
Understand a Understand specific E.g. You can use a mobile phone in the hospital. strategies and select
variety of linear Information and You can gain information for your assignments. appropriate
and non-linear details of two strategy/strategies based on
print and digital paragraphs or more the needs of the pupils.
texts by using Lesson delivery
appropriate Reading 1 Activities A and C focus on the main skill for this
reading strategies lesson.
Reading 1 Activity B focuses on the complementary skill.
Review pupils’ learning in this lesson with Tell me three things…
Reading 3.2 Reading 3.2.3 You have learnt today
Understand a Guess the meaning You have done well
variety of linear of unfamiliar words Your talk partner has done well
and non-linear from clues provided
print and digital by title, topic and
texts by using other known words
appropriate
reading strategies

LESSON 36(Writing 9) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
WEEK:
__

LEARNING OUTLINE
During the lesson, identify 4 or 5 words or sentences with proficient pupils depending
Writing 4.2 Writing 4.2.3 errors that pupils made in a Writing task. These should be on their needs, such as by
Communicate Narrate factual common errors made by more than 1 pupil. Write the providing vocabulary to use
basic information events and sentences on the board. Ask pupils to form groups to identify or sentence starters and
intelligibly for a experiences of the errors and to correct them. Elicit answers from the whole model sentence
range of purposes interest class. constructions.
in print and digital
media Lesson delivery For differentiation strategies
Writing 1 Activity A focuses on the main skill for this lesson. please refer to the provided
Writing 1 Activity B focuses on the complementary skill. list of differentiation
Complementary Complementary strategies and select
Skill Skill Post-lesson appropriate
Ask pupils to review their learning by giving a one-minute strategy/strategies based on
Writing 4.3 Writing 4.3.3 verbal summary of the lesson. Allow pupils to discuss their the needs of the pupils.
Communicate Produce a plan or ideas with their talk partner(s) and then to choose pupils to
with appropriate draft of one or two share their summaries with the class.
language form paragraphs for a
and style for a familiar topic and
range of purposes modify this
in print and digital appropriately in
media response to
feedback

WEEK:
__

LEARNING OUTLINE

Refer to Warm Up Activity on page 84. pupils, pause the track at
Listening 1.2 Listening 1.2.3 QR Code p. 84 selected intervals to allow
Understand Understand with pupils to think and complete
meaning in a support longer Lesson delivery Audio Script p.185 the activities. Alternatively,
variety of familiar simple narratives on Listening 2 Activity A focuses on the main skill for this lesson. read and pause at specific
contexts a range of familiar Listening 2 Activity B focuses on the complementary skill. intervals from the audio script
topics in the textbook if it helps less
proficient pupils. Play the
Post-lesson track by scanning the QR
Ask pupils what they can do as internet users to overcome the code when pupils feel more
Complementary Complementary problem of being scammed. confident.
Skill Skill Alternatively, choose another appropriate post-lesson activity that For differentiation strategies
will check pupils’ understanding of the lesson. please refer to the provided
Listening 1.2 Listening 1.2.1 list of differentiation strategies
meaning in a support the main strategy/strategies based on
variety of familiar idea of longer the needs of the pupils.
contexts simple texts on a
range of familiar
topics

WEEK:
TOPIC: Information At Your Fingertips CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
__
and Communications Technology Technology

Refer to Warm Up Activity on page 85 that a more proficient pupil can help
Speaking 2.1 Speaking 2.1.3 and support a less proficient pupil.
Communicate Ask for, give and Lesson delivery
simple respond to simple Speaking 2 focuses on the main and the complementary skills Support can be given to less proficient
information advice for this lesson. pupils depending on their needs, such
intelligibly Ask pupils to write the advice given to a friend in their note as by providing vocabulary to use in
books. the speaking task, or sentence starters
and model sentence constructions to
Complementary Complementary help the pupil produce sentences.
Ask pupils to review their learning in this lesson by describing For differentiation strategies please
Speaking 2.1 Speaking 2.1.5 what they have learnt in the lesson and how they learnt it. refer to the provided list of
Communicate Describe people, Allow pupils to discuss their ideas with the talk partner(s) differentiation strategies and select
simple places and objects before collecting ideas as a class. appropriate strategy/strategies based
information using suitable on the needs of the pupils.
intelligibly statements

WEEK:
TOPIC: : Information At Your Fingertips CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Vocabulary
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Support can be given to less

Pupils watch a video on ‘How to Find and Install Apps on Your proficient pupils during
Reading 3.2 Reading 3.2.1 Android Phone’. Scan the QR Code on this page. Teacher Activity A depending on their
Understand a Understand the poses questions. Elicit responses from the pupils. needs.
variety of linear main idea of simple E.g. What is the first step to install an application? For differentiation strategies
and non – linear texts of two What must you tap on before you type the name of the please refer to the provided
print and digital paragraphs or more app? list of differentiation
texts by using strategies and select
appropriate QR Code(pre-lesson) appropriate
reading strategies Lesson delivery strategy/strategies based on
Reading 2 Activities B and C focus on the main skill for this Textbook p. 86 the needs of the pupils.
Complementary Complementary lesson.
Skill Skill Reading 2 Activity A focuses on the complementary skill.

Understand a Use with support Post-lesson
variety of linear familiar print and Teacher asks pupils to suggest a gadget they would like to have
and non – linear digital resources to and provide at least two reasons to support their statements.
print and digital check meanings.
texts by using
appropriate
reading strategies

LESSON 40 (Writing 10) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
WEEK:
__

LEARNING OUTLINE
Teacher prepares some sentence strips and puts them in a proficient pupils depending
Writing 4.2 Writing 4.2.2 box. Pupils are chosen at random to pick a sentence strip on their needs, such as by
Communicate Ask for, give and from the box and give solutions to the problem. providing vocabulary to use
basic information respond to simple E.g. You lost your hand phone. What would you do? or sentence starters and
intelligibly for a advice model sentence
range of purposes Lesson delivery constructions.
in print and digital Writing 2 focuses on the main and the complementary skills
media for this lesson. For differentiation strategies
Post-lesson list of differentiation
Complementary Complementary Ask pupils to review their learning in this lesson by strategies and select
Skill Skill completing an exit card: ‘what went well in your learning?’ appropriate
and ‘your learning would have been even better if…’ Collect strategy/strategies based on
Writing 4.3 Writing 4.3.1 the cards and use them for planning subsequent lessons. the needs of the pupils.
Communicate Using capital
with appropriate letters, full stops,
language form commas in lists and
and style for a question marks
range of purposes appropriately in
in print and digital independent writing

LESSON 41 (Listening 11) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
WEEK:
TOPIC: Dengue: What you need to know CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
__
Sustainability health

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp.94 and To support less confident
Refer to Warm Up Activity on page 94. 105 pupils, pause the track at
Listening 1.2 Listening 1.2.2 Alternatively, choose another appropriate pre-lesson activity that QR Code p. 94 selected intervals to allow
Understand Understand with better suits pupils’ needs/interests and prepares the pupils for the Audio Script p.186 pupils to think and complete
meaning in a support specific lesson. the activities. Alternatively,
variety of familiar information and read and pause at specific
contexts details of longer Lesson delivery. intervals from the audio script
simple texts on a Listening 1 focuses on the main skill for this lesson. in the textbook if it helps less
range of familiar In order to achieve the complementary skill, pupils read Hands-On proficient pupils. Play the
topics Activity on page 105. Then, ask pupils to close the book and explain track by scanning the QR
the process of preparing a homemade mosquito repellent to their code when pupils feel more
talk partner. Ensure that support and guidance are given to pupils confident.
Complementary Complementary during this activity. For differentiation strategies
Skill Skill please refer to the provided
Post-lesson list of differentiation strategies
Speaking 2.2 Speaking 2.2.2 Ask pupils to review their learning in this lesson by completing an and select appropriate
Use appropriate Agree a set of basic exit card: ‘what went well in your learning?’ and ‘your learning would strategy/strategies based on
communication steps needed to have been even better if…’ Collect the cards and use them for the needs of the pupils.
strategies complete short planning subsequent lessons.
classroom tasks

LESSON 42 (Speaking 11) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
WEEK:
TOPIC: Dengue: What you need to know CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Modal Verbs
__
Sustainability

LEARNING OUTLINE

Display a poster on ‘Dengue’. Scan the QR Code for the dengue grouping so that a more
Speaking 2.2 Speaking 2.2.1 poster. Pupils list down the symptoms of dengue. proficient pupil can help and
Use appropriate Keep interaction support a less proficient pupil.
communication going in short Alternatively, choose another appropriate pre-lesson activity that Support can be given to less
strategies exchanges by better suits pupils’ needs/interests and prepares the pupils for the proficient pupils depending on
asking suitable lesson. their needs, such as by
questions providing vocabulary to use in
Lesson delivery QR Code (pre-lesson) the speaking task, or
Complementary Complementary Speaking 1 Activity on page 95 focuses on the main skill for this sentence starters and model
Skill Skill lesson. Textbook pp. 95, 98 and sentence constructions to
Listening 2 Activity on page 100 focuses on the complementary 100 help the pupil produce
Listening 1.2 Listening 1.2.2 skill. sentences.
Understanding Understand with Pupils practise Grammar Focus on page 98 before carrying out For additional differentiation
meaning in a support specific the Speaking Activity. strategies, please refer to the
variety of familiar information and provided list of differentiation
context details of longer strategies and select
simple texts on a Post-lesson appropriate strategy/
range of familiar Ask pupils to review their learning by giving a one-minute verbal strategies based on the
topics summary of the lesson. Allow pupils to discuss their ideas with needs of the pupils.
their talk partner (s) and then to choose pupils to share their
summaries with the class.

LESSON 43 (Reading 11) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
WEEK:
__
Sustainability dengue

LEARNING OUTLINE

Pupils watch a short video clip on dengue. Pupils are randomly Enrichment activity on page
Reading 3.2 Reading 3.2.1 asked questions based on the video. Scan the QR Code. 99. Alternatively, choose
Understand a Understand the E.g. Q : What does P in the video stand for ? another appropriate extension
variety of linear main idea of simple A : P stands for Paracetamol activity that better suits pupils’
and non-linear texts of two Alternatively, choose another appropriate pre-lesson activity that needs/interests and that will
print and digital paragraphs or more better suits pupils’ needs/interests and prepares the pupils for the help pupils develop further
texts by using lesson. QR Code (pre-lesson) the main and / or
appropriate complementary skill for this
reading strategies Lesson delivery Textbook pp. 96 and lesson.
Reading 1 Activities A and B on page 96 focus on the main skill for 101
this lesson. For differentiation strategies
Complementary Complementary Speaking 2 on page 101 focuses on the complementary skill. please refer to the provided
Skill Skill Choose either Topic 1 or Topic 2. list of differentiation strategies
Speaking 2.2 Speaking 2.2.1 Post-lesson strategy/strategies based on
Use appropriate Keep interaction Ask pupils to review their learning in this lesson by completing an the needs of the pupils.
communication going in short exit card: ‘what went well in your learning?’ and ‘your learning would
strategies exchanges by have been even better if…’ Collect the cards and use them for
asking suitable planning subsequent lessons.
questions

LESSON 44 (Writing 11) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment
WEEK:
__
Sustainability health

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Support can be given to less

Pupils listen to a speech. Scan the QR code to listen to the speech. proficient pupils depending on
Writing 4.3 Writing 4.3.1 Teacher poses questions based on the speech. their needs, such as by
Communicate Use capital letters, providing vocabulary to use
with appropriate full stops, commas Alternatively, choose another appropriate pre-lesson activity that or sentence starters and
language, form in lists and question better suits pupils’ needs/interests and prepares the pupils for the model sentence
and style for a marks appropriately lesson. constructions.
range of purposes in independent For additional differentiation
in print and digital writing at discourse Lesson delivery QR Code(pre-lesson) strategies, please refer to the
media level Writing 1 Activity on page 97 focuses on the main and the provided list of differentiation
complementary skills for this lesson. strategies and select
Complementary Complementary . Textbook p. 97 appropriate strategy/
Skill Skill Post-lesson strategies based on the
Ask pupils to review their learning by giving a one-minute verbal needs of the pupils.
Writing 4.3 Writing 4.3.2 summary of the lesson. Allow pupils to discuss their ideas with their
Communicate talk partner (s) and then to choose pupils to share their summaries
with appropriate Spell a range of with the class.
language, form high frequency
and style for a words accurately in
range of purposes independent writing
media

LESSON 45 (Listening 12) MAIN SKILL FOCUS: Listening THEME: Health and Environment
WEEK:
TOPIC: Healthy Lifestyle CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
__
food

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p.108 To support less confident
Refer to Warm Up Activity on page 108. pupils, pause the listening
Listening 1.2 Listening 1.2.2 QR code p.108 track at selected intervals to
Understand Understand with Lesson delivery allow thinking time.
meaning in a support specific Listening 1 Activity A focuses on the main skill and Listening 1 Audio Script p.187 Alternatively, read and pause
variety of familiar information and Activity B focuses on the complementary skill for this lesson. at specific intervals from the
contexts details of longer audio script in the textbook if
simple texts on a Post-lesson it helps less proficient pupils
range of familiar Ask pupils to review their learning in this lesson by getting them to to listen to your voice. Play
topics close their textbooks and then to recall with their talk partner(s) what the track by scanning the QR
they have learnt about today’s lesson. code when pupils feel more
confident.
Skill Skill For additional differentiation
Speaking 2.1 Speaking 2.1.3 provided list of differentiation
Communicate Ask for, give and strategies and select
simple information respond to simple appropriate strategy
intelligibly advice /strategies based on the
. needs of the pupils.

LESSON 46 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
WEEK:
__
health

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson: Sit Down, Stand Up Textbook p. 110 Organise talk partners or
Teacher poses questions. If the statement is True, pupils sit down. If grouping so that a more
Speaking 2.1 Speaking 2.1.3 it is false, pupils stand up. proficient pupil can help and
Communicate Ask for, give and E.g. Eating fast food is good. support a less proficient pupil.
simple information respond to simple It is a waste of time to exercise. Support can be given to less
intelligibly advice. Avoid oily food proficient pupils depending on
their needs, such as by
Lesson delivery providing vocabulary to use in
Complementary Complementary the speaking task, or
Speaking 1 Activity A focuses on the main skill for this lesson.
Skill Skill sentence starters and model
Speaking 1 Activity B focuses on the complementary skill for this
sentence constructions to
lesson
Writing 4.3 Writing 4.3.2 help the pupil produce
Communicate Spell a range of Post-lesson sentences.
with appropriate high frequency For additional differentiation
Ask pupils to review their learning in this lesson by completing an
language form words accurately in exit card; what went well in your learning?’ and ‘your learning would strategies, please refer to the
and style for a independent writing have been ever better if…’ Collect the cards and use them for provided list of differentiation
range of purposes strategies and select
planning lessons.
in print and digital appropriate strategy/
media strategies based on the

LESSON 47 (Reading 12) MAIN SKILL FOCUS: Reading THEME: Health and Environment
WEEK:
__
health

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 111 and For additional differentiation
Teacher shows a food pyramid and poses a few questions. 116 strategies, please refer to the
Reading 3.2 Reading 3.2.2 E.g. Name three food that contains carbohydrate? provided list of differentiation
Understand a Understand specific Name three food that contains protein? strategies and select
variety of linear information and How many servings of vegetables is suggested in the food appropriate strategy
and non-linear details of two pyramid? /strategies based on the
print and digital paragraphs or more needs of the pupils.
appropriate Reading 1 Activity A and B (page 111) focus on the main skill for
reading strategies this lesson.
Speaking 2 Activity A (page 116) focuses on the complementary
skill.
Skill Skill Post lesson
Ask pupils to give feedback on each other’s performances
Speaking 2.2 Speaking 2.2.1 (dialogues) in the lesson in pairs using two stars and a wish: two
Use appropriate Keep interaction things that were good (stars) and one area for improvement (wish).
communication going in short While monitoring the activity collect examples of the feedback to
strategies exchanges by share (anonymously) with the whole class.
asking suitable
questions

WEEK:
TOPIC: Healthy Lifestyle CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Infinitive of Purpose
__

LEARNING OUTLINE
Briefly review the vocabulary on the flashcards. Place the proficient pupils depending on
Writing 4.3 Writing 4.3.1 flashcards on the walls around the classroom. Say a word and their needs, such as by
Communicate Use capital letters, pupils point to the corresponding flashcard. providing vocabulary to use
with appropriate full stops, commas or sentence starters and
language form in lists and question Alternatively, choose another appropriate pre-lesson activity that model sentence
and style for a marks appropriately better suits pupils’ needs/interests and prepares the pupils for the constructions.
range of purposes in independent lesson. For additional differentiation
in print and digital writing at discourse strategies, please refer to the
media level Lesson delivery provided list of differentiation
Writing 1 activity focuses on the main and the complementary skills strategies and select
for this lesson. appropriate strategy/
Complementary Complementary Pupils practise Grammar Focus on page 171 before carrying out the strategies based on the
Skill Skill Writing activity. needs of the pupils.
Writing 4.3 Writing 4.3.2 Post-lesson

Communicate Spell a range of Ask pupils to review their learning by giving a one-minute verbal
with appropriate high frequency summary of the lesson. Allow pupils to discuss their ideas with their
language form words accurately in talk partner(s) and then to choose pupils to share their summaries
and style for a independent writing with the class.
range of purposes
media

LESSON 49 (Listening 13) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
WEEK:
TOPIC: Making a Difference CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: Vocabulary and
Environmental Sustainability expressions related to recycling.
__

LEARNING OUTLINE

Recording: How much food do you waste? Enrichment Activity on page
Listening 1.2 Listening 1.2.2 The recording and transcript can be downloaded by scanning the 128.
Understand Understand with QR Code. Download them before the lesson. Device to play the To support less confident
meaning in a support specific recording. If none is available, you can read the transcript. pupils, pause the listening
variety of familiar information and track at selected intervals to
contexts details of longer Lesson delivery. allow thinking time.
simple texts on a Listening 1 focuses on the main skill for this lesson. QR Code (pre-lesson) Alternatively, read and pause
range of familiar Speaking 1 focuses on the complementary skill. at specific intervals from the
topics Textbook pp..122-123 audio script in the textbook if
Post-lesson it helps less proficient pupils
Complementary Complementary Ask pupils to review their learning in this lesson by describing what QR Code p. 122 to listen to your voice. Play
Skill Skill they have learnt in the lesson and how they learnt it. Allow pupils to the track by scanning the QR
discuss their ideas with their talk partner(s) before collecting ideas Audio Script p.188 code when pupils feel more
Speaking 2.1 Speaking 2.1.5 as a class. confident.
Communicate Describe people, For additional differentiation
simple information places and objects strategies, please refer to the
intelligibly using suitable provided list of differentiation
statements strategies and select
appropriate strategy

LESSON 50 (Speaking 13) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
WEEK:
TOPIC: Making a Difference CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: Vocabulary and
__
Environmental Sustainability expressions related to environmental issues.

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp 129-130 Organise talk partners or
Write on the board 3 types of pollution. Ask pupils what causes grouping so that a more
Speaking 2.1 Speaking 2.1.3 these pollutions. Once you have established their prior knowledge proficient pupil can help and
Communicate Ask for, give and ask pupils to work with talk partner(s) and what they can do to support a less proficient pupil.
simple information respond to simple prevent them.
intelligibly advice Support can be given to less
Complementary Complementary Listening 2 focuses on the complementary skill. providing vocabulary to use in
Skill Skill the speaking task, or
Post-lesson sentence starters and model
Listening 1.2 Listening 1.2.1 Pupils review their learning in this lesson by describing what they sentence constructions to
Understand Understand with have learnt in the lesson by presenting the posters they have help the pupil produce
meaning in a support the main designed. sentences.
variety of familiar idea of longer
contexts simple texts on a For differentiation strategies,
range of familiar please refer to the provided
topic list of differentiation strategies

LESSON 51 (Reading 13) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
WEEK:
TOPIC: Making a Difference CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Vocabulary and
Sustainability expressions related to environmental issues.
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson For differentiation strategies,

Pupils watch a short video on Symptoms of Dengue by scanning the please refer to the provided
Reading 3.2 Reading 3.2.1 QR Code. Teacher poses questions based on the video. list of differentiation strategies
Understand a Understand the and select appropriate
variety of linear main idea of simple Alternatively, choose another appropriate pre-lesson activity that strategy / strategies based on
and non-linear texts of two better suits pupils’ needs/interests and prepares the pupils for the the needs of the pupils.
print and digital paragraphs or more lesson.
texts by using
appropriate Lesson delivery
reading strategies Reading 1 Activities A and D focus on the main skill for this lesson. QR Code (pre-lesson)
Reading 1 Activities B and C focus on the complementary skill.
Complementary Complementary Textbook pp. 124 and
Skill Skill Post-lesson 125
Choose an appropriate post-lesson activity that suits pupils’
Reading 3.2 Reading 3.2.2 needs/interests and that will review learning in the lesson.
Understand a Understand
variety of linear specific information
and non-linear and details of two
texts by using
appropriate
reading strategies

WEEK:
TOPIC: Making a Difference CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Modal verbs: should
__
Sustainability / shouldn’t

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 127 and Support can be given to less
Refer to the picture on page 132. Teacher poses questions based 132 proficient pupils depending on
Writing 4.2 Writing 4.2.2 on the picture. their needs, such as by
Communicate Ask for, give and e.g. What can you see in the picture? providing vocabulary to use
basic information respond to simple What will happen to the marine life in twenty years to come if or sentence starters and
intelligibly for a advice this problem continues? model sentence
range of purposes constructions.
in print and digital Alternatively, choose another appropriate pre-lesson activity that
media better suits pupils’ needs/interests For differentiation strategies,
Complementary Complementary Lesson delivery list of differentiation strategies
Skill Skill Writing 2 Activity focuses on the main and the complementary skills and select appropriate
for this lesson. strategy / strategies based on
Writing 4.3 Writing 4.3.2 Pupils practise Grammar Focus on page 127 before carrying out the needs of the pupils.
Communicate Spell a range of Writing 2 activity.
with appropriate high frequency
language form words accurately in Post-lesson
and style for a independent writing Choose an appropriate post-lesson activity that suits pupils’
range of purposes needs/interests that will review learning in the lesson.
media

LESSON 53 (Listening 14) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial
Awareness
WEEK:
TOPIC: A Penny Saved Is A Penny Earned CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Vocabulary
Education Related to Money and Shopping
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp.138-139 To support less confident
Teacher poses questions on how pupils spend their pocket money. pupils, pause the listening
Listening 1.2 Listening 1.2.2 E.g. How much money do you get per week? QR Code p. 138 track at selected intervals to
Understand Understand with How do you spend the money? allow thinking time.
meaning in a support specific Audio Script p.189 Alternatively, read and pause
variety of familiar information and Lesson delivery at specific intervals from the
contexts details of longer Listening 1 focuses on the main skill for this lesson. audio script in the textbook if
simple text s on a Speaking 1 Activities A and B focus on the complementary skill. it helps less proficient pupils
topics. the track by scanning the QR
Complementary Complementary Post-lesson confident.
Skill Skill Ask pupils to provide peer feedback on each other’s performance in
the lesson (in pairs or small groups) using two stars and a wish: two For additional differentiation
Speaking 2.2 Speaking 2.2.1 things that were good (stars) and one area for improvement (wish). strategies, please refer to the
Use appropriate Keep interaction While monitoring the activity collect examples of the feedback to provided list of differentiation
communication going in short share (anonymously) with the whole class. strategies and select
strategies exchanges by appropriate strategy
asking suitable /strategies based on the
questions needs of the pupils.

LESSON 54 (Speaking 14) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial
Awareness
WEEK:
Education related to Money and Shopping
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 145-146 Organise talk partners or
Write this statement on the board: Money is a friend and an enemy. QR Code p. 145 grouping so that a more
Speaking 2.1 Speaking 2.1.4 Ask pupils to think whether they agree with this statement in proficient pupil can help and
Communicate Ask about and connection with their own lives, and why/why not. Tell pupils to Audio Script p.190 support a less proficient pupil.
simple information describe future share their opinions in groups of three or four.
intelligibly plans. Support can be given to less
Listening 2 focuses on the complementary skill. providing vocabulary to use in
the speaking task, or
Complementary Complementary Post-lesson sentence starters and model
Skill Skill Ask pupils to review their learning in this lesson by describing what sentence constructions to
they have learnt in the lesson and how they learnt it. Allow pupils to help the pupil produce
Listening 1.2 Listening 1.2.2 discuss their ideas with their talk partner(s) before collecting ideas sentences
Understand Understand with as a class. To support less confident
meaning in a support specific pupils, pause the listening
variety of familiar information and track at selected intervals to
contexts details of longer allow thinking time.
simple texts on a Alternatively, read and pause
range of familiar at specific intervals from the
topics audio script in the textbook if
it helps less proficient pupils
to listen to your voice. Play
the track by scanning the QR
confident

LESSON 55 (Reading 14) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial
Awareness
WEEK:
Education related to Money and Shopping
__

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p.147 For differentiation strategies
Teacher gives pupils a withdrawal form to complete. please refer to the provided
Understand a Understand the Lesson delivery and select appropriate
variety of linear main idea of simple Reading 2 Activities A and B focus on the main and the strategy/strategies based on
and non – linear texts of two complementary skills for this lesson. the needs of the pupils.
texts by using Fast finishes can move on to
appropriate Post-lesson the Hands-On Activity on
reading strategies Ask pupils to review their learning in this lesson by describing what page 149.Choose appropriate
they have learnt in the lesson and how they learnt it. Allow pupils to extension activities that suit
Complementary Complementary discuss their ideas with their talk partner(s) before collecting ideas pupils’ needs/interests and
Skill Skill as a class. that will help pupils develop
further the main and/or
Reading 3.2 Reading 3.2.2 complementary skill for this
Understand a Understand specific lesson.
variety of linear Information and
and non – linear details of two
texts by using
appropriate
reading strategies

LESSON 56 (Writing 14) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial
WEEK: __
Awareness
TOPIC: A Penny Saved Is A Penny Earned CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Active and
Education Passive Voice in Present Tense

LEARNING OUTLINE
Support can be given to less
Main Skill Main Skill Pre-lesson Textbook p.143 and proficient pupils depending on
Teacher poses questions. Pupils express their opinions. 148 their needs, such as by
Writing 4.2 Writing 4.2.4 E.g. Why do you need to keep money in the bank? providing vocabulary to use
Communicate Describe people, Is it safe to keep money in the house? Why? or sentence starters and
basic information places and objects model sentence
intelligibly for a using suitable Lesson delivery constructions.
range of purposes statements Pupils practise Grammar Focus on page 143 before carrying out
in print and digital Writing 2 Activity A. For differentiation strategies
media Writing 2 Activity A focuses on the main skill for this lesson. please refer to the provided
The speaking activity focuses on developing the complementary skill list of differentiation strategies
in this lesson. Teacher poses questions. Allow pupils a minute to and select appropriate
Complementary Complementary discuss with talk partner(s) before collecting the responses. strategy/strategies based on
Skill Skill Ask pupils “Do you have a savings account?” “Tell me your the needs of the pupils.
experience of opening a savings account”.
Speaking 2.1 Speaking 2.1.2
Communicate Find out about and Post-lesson
simple information describe Pupils in pairs discuss why it is important to save money. Teacher
intelligibly experiences up to randomly chooses pupils to present.
now

LESSON 57 (Listening 15) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial Awareness
WEEK:
TOPIC: Managing Money CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
__
Education managing money

LEARNING OUTLINE
Refer to Listening 1 for Warm Up Activity. 153 pupils, pause the listening
Listening 1.2 Listening 1.2.2 track at selected intervals to
Understand Understand with QR Code p. 152 allow thinking time.
meaning in a support specific Lesson delivery. Alternatively, read and pause
variety of familiar information and Listening 1 on page 152 focuses on the main skill for this lesson. Audio Script p.190 at specific intervals from the
contexts details of longer Speaking 1 Activity B on page 153 focuses on the complementary audio script in the textbook if
simple texts on a skill. it helps less proficient pupils
topics Post-lesson the track by scanning the QR
Ask pupils to review their learning in this lesson by completing an code when pupils feel more
exit card: ‘what went well in your learning?’ and ‘your learning would confident.
Complementary Complementary have been even better if…’ Collect the cards and use them for
Skill Skill planning subsequent lessons. For additional differentiation
Speaking 2.2 Speaking 2.2.1 provided list of differentiation
Use appropriate Keep interaction strategies and select
communication going in short appropriate strategy
strategies exchanges by /strategies based on the
asking suitable needs of the pupils.
questions

LESSON 58 (Speaking 15) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness
WEEK:
__
Education managing money.

LEARNING OUTLINE

Watch a video on starting a business. Ask pupils questions based grouping so that a more
Speaking 2.1 Speaking 2.1.4 on the video. Scan the QR Code. proficient pupil can help and
Communicate Ask about and E.g. What is the name of her business? support a less proficient pupil.
simple information describe future How many flyers did she print out?
intelligibly plans Support can be given to less
Speaking 2 on page 159 focuses on the main skill for this lesson. their needs, such as by
Complementary Complementary Listening 2 Activities A and B on page 158 focuses on the QR Code (pre-lesson) providing vocabulary to use in
Skill Skill complementary skill. the speaking task, or
Textbook pp. 158-159 sentence starters and model
Listening 1.2 Listening 1.2.2 Post-lesson sentence constructions to
Understand Understand with Ask pupils to review their learning by giving a one-minute verbal QR Code p.158 help the pupil produce
meaning in a support specific summary of the lesson. Allow pupils to discuss their ideas with their sentences.
variety of familiar information and talk partner (s) and then to choose pupils to share their summaries Audio script p.191
contexts details of longer with the class. For additional differentiation
simple texts on a strategies, please refer to the
range of familiar provided list of differentiation
topics strategies and select
appropriate strategy/
strategies based on the
needs of the pupils

LESSON 59 (Reading 15) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
WEEK:
__
Education managing money

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp. 155 and For differentiation strategies
Play Charades using the words below or any other words related to 160 please refer to the provided
Reading 3.2 Reading 3.2.2 shopping. list of differentiation strategies
Understand a Understand specific E.g. receipt money cashier shopping bag and select appropriate
variety of linear information and strategy/strategies based on
and non-linear details of two the needs of the pupils.
print and digital paragraphs and Lesson delivery Support can be given to less
texts by using more Reading 2 Activities A and B on page 160 focus on the main skill for proficient pupils during the
appropriate this lesson. writing activity and post-
reading strategies Writing 1 on page 155 focuses on the complementary skill. lesson activity depending on
their needs.
Post-lesson
Complementary Complementary Ask pupils to review their learning in this lesson by completing an
Skill Skill exit card: ‘what went well in your learning?’ and ‘your learning would
Writing 4.2 Writing 4.2.2 have been even better if…’ Collect the cards and use them for
Communicate Ask for, give and planning subsequent lessons.
basic information respond to simple
intelligibly for a advice
range of purposes
media

LESSON 60 (Writing 15) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
WEEK:
TOPIC: Managing Money CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Relative Clauses
__
Education

LEARNING OUTLINE

Pupils watch a video on Matta Fair Promotion. In groups, pupils list Hands-On Activity on page
Writing 4.2 Writing 4.2.4 down the holiday destinations found in the video. Scan the QR 163.
Communicate Describe people, Code. Support can be given to less
basic information places and objects proficient pupils depending on
intelligibly for a using suitable Lesson delivery their needs, such as by
range of purposes statements Writing 2 Activities A and B on pages 161-162 focus on the main providing vocabulary to use
in print and digital and the complementary skills. or sentence starters and
media Pupils practise Grammar Focus on page 156 before carrying out the QR Code (pre-lesson) model sentence
Writing Activity. constructions.
Complementary Complementary . Textbook pp. 156, 161- For differentiation strategies
Skill Skill Post-lesson 163 please refer to the provided
Ask pupils to review their learning by giving a one-minute verbal list of differentiation strategies
Writing 4.3 Writing 4.3.1 summary of the lesson. Allow pupils to discuss their ideas with their and select appropriate
Communicate Use capital letters, talk partner (s) and then to choose pupils to share their summaries strategy/strategies based on
with appropriate full stops, commas with the class. the needs of the pupils.
language form in lists and question .
and style for a marks appropriately
range of purposes in independent
in print and digital writing at discourse
media level

LESSON 61: (Listening 16) MAIN SKILL FOCUS: Listening THEME: Consumerism and Financial Awareness
WEEK:
TOPIC: Smart Consumers CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Vocabulary
__
Education related to shopping

LEARNING OUTLINE
See Warm Up Activity on page 166. 173 pupils, pause the listening
Listening 1.2 Listening 1.2.1 track at selected intervals to
Understand Understand with Lesson delivery QR code pp. 166 and allow thinking time.
meaning in a support the main Listening 1 Activity A (page 166) and Listening 2 Activity B 173 Alternatively, read and
variety of familiar idea of longer (page 173) focus on the main skill for this lesson. pause at specific intervals
contexts simple texts on a Listening 2 Activity 2A (page 173) focuses on the Audio Script pp 191- from the audio script in the
range of familiar complementary skill. 192 textbook if it helps less
topics proficient pupils to listen to
Post-lesson your voice. Play the track by
Review pupils’ learning in this lesson with Tell me three scanning the QR code when
Complementary Complementary things… pupils feel more confident.
Skill Skill You have learnt today For additional differentiation
You have done well strategies, please refer to
Listening 1.2 Listening 1.2.5 Your talk partner has done well the provided list of
Understand Understand a differentiation strategies and
meaning in a sequence of select appropriate strategy
variety of familiar supported /strategies based on the
contexts questions needs of the pupils.

LESSON 62 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: Consumerism and Financial Awareness
WEEK:
TOPIC: Smart Consumers CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Verbs related to
__
Education money

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook p.167 Organise talk partners or
Refer to the Warm Up Activity on page 167 grouping so that a more
Speaking 2.1 Speaking 2.1.3 proficient pupil can help and
Communicate Ask for, give and Lesson delivery support a less proficient
simple information respond to simple Speaking 1 Activities A and B focus on the main skill and the pupil.
intelligibly advice complementary skill for this lesson. Support can be given to less
proficient pupils depending
Post-lesson on their needs, such as by
Ask pupils to review their learning in this lesson by getting providing vocabulary to use
Complementary Complementary them to close their textbooks and then to recall with their talk in the speaking task, or
Skill Skill partner(s) what they have learnt. When pupils are ready, sentence starters and model
collect and share ideas as a whole class. sentence constructions to
Writing 4.3 Writing 4.3.2 help the pupil produce
Communicate Spell a range of sentences.
with appropriate high frequency For additional differentiation
language form words accurately in strategies, please refer to
and style for a independent writing the provided list of
range of purposes differentiation strategies and
in print and digital select appropriate strategy/
media strategies based on the

LESSON 63 ( Reading 16) MAIN SKILL FOCUS: Reading THEME: Consumerism and Financial Awareness
WEEK:
TOPIC: Smart Consumers CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Verbs related to
__
Education shopping

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson: Sit Down, Stand Up Textbook pp.168-169 For additional differentiation
Teacher poses questions. If the statement is True, pupils sit strategies, please refer to
Reading 3.2 Reading 3.2.2 down. If it is false, pupils stand up. the provided list of
Understand a Understand specific E.g. You must not check the expiry date of the product. differentiation strategies and
variety of linear information and Bring your own shopping bag. select appropriate strategy
and non-linear details of two Buy whatever you see in the shopping centre. /strategies based on the
print and digital paragraphs or more needs of the pupils.
appropriate Reading 1 Activities A and B focus on the main and the
reading strategies complementary skills in this lesson.
Post-lesson
Complementary Complementary Ask pupils to review their learning in this lesson by describing
Skill Skill what they have learnt in the lesson and how they learnt it.
Allow pupils to discuss their ideas with their talk partner(s)
Reading 3.3 Reading 3.3.1 before collecting ideas as a class.
Read Read and enjoy A2
independently for fiction/non-fiction
information and print and digital
enjoyment texts of interest

LESSON 64 (Writing 16) MAIN SKILL FOCUS: Writing THEME: Consumerism and Financial Awareness
WEEK:
TOPIC: Smart Consumers CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Past Simple
__
Education Passive Sentences

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Textbook pp.170 and Support can be given to less
During the lesson, identify 4 or 5 words or sentences with 171 proficient pupils depending
Writing 4.2 Writing 4.2.3 errors that pupils made in a Writing task. These should be on their needs, such as by
Communicate Narrate factual common errors made by more than 1 pupil. Write the providing vocabulary to use
basic information events and sentences on the board. Ask pupils to form groups to identify or sentence starters and
intelligibly for a experiences of the errors and to correct them. Elicit answers from the whole model sentence
range of purposes interest class. constructions.
media Lesson delivery Support can be given to less
Writing 1 Activity focuses on the main skill and the proficient pupils for the
complementary skill for this lesson. planning work in this lesson,
Pupils practise Grammar Focus on page 171 before carrying such as a mind map or a
Complementary Complementary out the Writing activity. writing frame depending on
Skill Skill their needs.
Post-lesson
Writing 4.3 Writing 4.3.1 Ask pupils to review their learning in this lesson by For additional differentiation
Communicate Use capital letters, completing an exit card: ‘what went well in your learning?’ strategies, please refer to
with appropriate full stops, commas and ‘your learning would have been even better if…’ Collect the provided list of
language form in lists and the cards and use them for planning subsequent lessons. differentiation strategies and
and style for a questions marks select appropriate strategy/
range of purposes appropriately in strategies based on the
in print and digital independent writing needs of the pupils.

Appendix 1: Learning Standards mapping
The mapping table lists all 64 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills.
Lesson Skill Main Complementary

Unit 1
1 L1 1.2.2 2.1.1
2 S1 2.1.1 2.1.2
3 R1 3.2.1 3.2.3
4 W1 4.2.1 4.3.1
5 L2 1.2.3 2.2.2
6 S2 2.3.1 2.2.2
7 R2 3.3.1 3.2.2
8 W2 4.2.3 4.3.1
Unit 2
9 L3 1.2.2 1.3.1
10 S3 2.1.5 2.1.2
11 R3 3.2.2 3.2.4
12 W3 4.2.4 4.3.2
13 L4 1.2.2 1.2.3
14 S4 2.1.4 1.2.5
15 R4 3.2.2 3.3.1
16 W4 4.3.2 3.2.2
Unit 3
17 L5 1.2.1 1.2.3
18 S5 2.1.3 3.2.1
19 R5 3.2.1 3.2.3
20 W5 4.2.4 4.3.1
21 L6 1.2.2 1.3.1
22 S6 2.1.3 2.1.5
23 R6 3.2.2 1.2.4
24 W6 4.2.5 4.2.3

Unit 4
25 L7 1.2.1 2.1.3
26 S7 2.1.3 2.2.1
27 R7 3.2.1 3.2.2
28 W7 4.3.3 4.3.1
Unit 5
29 L8 1.2.2 2.1.5
30 S8 2.1.3 3.3.1
31 R8 3.2.2 3.2.3
32 W8 4.2.5 4.3.1
Unit 6
33 L9 1.2.1 1.2.2
34 S9 2.1.5 4.3.2
35 R9 3.2.2 3.2.3
36 W9 4.2.3 4.3.3
37 L10 1.2.3 1.2.1
38 S10 2.1.3 2.1.5
39 R10 3.2.1 3.2.4
40 W10 4.2.2 4.3.1
Unit 7
41 L11 1.2.2 2.2.2
42 S11 2.2.1 1.2.2
43 R11 3.2.1 2.2.1
44 W11 4.3.1 4.3.2
Unit 8
45 L12 1.2.2 2.1.3
46 S12 2.1.3 4.3.2
47 R12 3.2.2 2.2.1
48 W12 4.3.1 4.3.2
Unit 9
49 L13 1.2.2 2.1.5
50 S13 2.1.3 1.2.1
51 R13 3.2.1 3.2.2
52 W13 4.2.2 4.3.2
Unit 10
53 L14 1.2.2 2.2.1
54 S14 2.1.4 1.2.2
55 R14 3.2.1 3.2.2
56 W14 4.2.4 2.1.2

Unit 11
57 L15 1.2.2 2.2.1
58 S15 2.1.4 1.2.2
59 R15 3.2.2 4.2.2
60 W15 4.2.4 4.3.1
Unit 12
61 L16 1.2.1 1.2.5
62 S16 2.1.3 4.3.2
63 R16 3.2.2 3.3.1
64 W16 4.2.3 4.3.1

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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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH MENENGAH

Appendix 1: Learning Standards mapping ............................................................................................................................................................................................. 88

Form 4 Skills Development Stream Scheme of Work 4

1. Content and organisation of the Scheme of Work

3. Differentiation strategies for secondary pupils

5. Scheme of Work (Lessons 1 – 64)

6. Appendix 1: Learning Standards mapping

Form 4 Skills Development Stream Scheme of Work 5

Typical lesson cycles

Form 4 Skills Development Stream Scheme of Work 7

2. Main Skill Focus

The four given themes are:

Topics are taken from the associated textbook.

Form 4 Skills Development Stream Scheme of Work 8

7. Content Standards and Learning Standards

8. Main Skill and Complementary Skill

Form 4 Skills Development Stream Scheme of Work 9

Form 4 Skills Development Stream Scheme of Work 10

10. Materials / References

11. Differentiation Strategies

Form 4 Skills Development Stream Scheme of Work 11

Strategy 1: Differentiate by instruction and feedback

Use classroom management techniques to support differentiation.

i) Ask them to read instructions aloud.

Form 4 Skills Development Stream Scheme of Work 12

Strategy 2: Differentiate by the task pupils are given

Examples of task differentiation include the following:

Form 4 Skills Development Stream Scheme of Work 13

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

ii) with gestures or mime

Form 4 Skills Development Stream Scheme of Work 14

Strategy 4: Differentiate by the outcome expected from pupils

i. Compulsory plus optional

ii. Remember and share

iv. Project outcome

Form 4 Skills Development Stream Scheme of Work 15

Strategy 6: Differentiate by supporting individual learning preferences and needs

Form 4 Skills Development Stream Scheme of Work 16

Strategy 8: Differentiate by the feedback given

Form 4 Skills Development Stream Scheme of Work 17

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

Form 4 Skills Development Stream Scheme of Work 18

Listening 1.2 a variety of familiar contexts

Listening 1.2.1 longer simple texts

Listening 1.2.2 specific information

Listening 1.2.3 longer simple narratives

Form 4 Skills Development Stream Scheme of Work 19

Listening 1.2.4 a sequence of supported classroom instructions

Listening 1.2.5 supported questions

Listening 1.3 listening strategies

Listening 1.3.1 unfamiliar words

Form 4 Skills Development Stream Scheme of Work 20

Speaking 2.1 simple information

Speaking 2.1.1 detailed information

Speaking 2.1.3 simple advice

Speaking 2.2.1 short exchanges

Speaking 2.2.2 a set of basic steps

Form 4 Skills Development Stream Scheme of Work 21

Reading 3.2.4 familiar print and digital resources

Reading 3.3.1 A2 fiction/non-fiction print and digital texts

Writing 4.2 basic information

Form 4 Skills Development Stream Scheme of Work 22