Scheme of Work

Cambridge IGCSE™ / IGCSE (9–1)

English (as an Additional Language) 0472 / 0772
For examination from 2023
© Cambridge University Press & Assessment 2021 v3
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Contents
Contents ...................................................................................................................................................................................................................................................... 3
Introduction .................................................................................................................................................................................................................................................. 4
A: Everyday activities ................................................................................................................................................................................................................................... 7
B: Personal and social life ......................................................................................................................................................................................................................... 16
C: The world around us ............................................................................................................................................................................................................................. 28
D: The world of work .................................................................................................................................................................................................................................. 40
E: The international world .......................................................................................................................................................................................................................... 48

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Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take and you should always check the syllabus for the content of your course.
In this scheme of work the grammar points and structures from the syllabus have been included in the learning objectives to help you plan the language content of
the course. However, linking specific grammar to specific sub-topics is not designed to be too prescriptive or restrict you in your teaching and lesson planning. This
is just one suggested approach which you should adapt in relation to the needs of your learners.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject.

Suggested teaching order

The table below gives some guidance about the suggested teaching order of the topic areas. The suggested order ensures that learners’ build on their knowledge
from previous units. This is particularly important for lower level learners.

Topic areas Suggested teaching order

A. Everyday activities Second

B. Personal and social life First

C. The world around us Third or fourth

D. The world of work Third or fourth

E. The international world Fifth

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School Support Hub
The School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question
papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support Hub. If you are unable to use
Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

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Scheme of Work

How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE English (as an Additional Language) syllabus and it provides some ideas and suggestions of how to
cover the content of the syllabus. We have designed the following features to help guide you through your course.

Learning objectives help your learners by

making it clear the knowledge they are trying Suggested teaching activities give you
to build. Pass these on to your learners by lots of ideas about how you can present
expressing them as ‘We are learning to / learners with new information without
about…’. teacher talk or videos. Try more active
Syllabus ref. Learning objectives Suggested teaching activities methods which get your learners motivated
and practising new skills.
Human body Discuss healthy and Introduce the future tense going to for future intensions. To practise the structure, use the worksheet below:
and health unhealthy lifestyles https://esol.britishcouncil.org/sites/default/files/attachments/informational-page/health_and_fitness_worksheets.pdf (F)
and use going to for
Extension activities futureyour
provide intentions Learners complete an extended writing exercise. This could be a poster or leaflet promoting a healthy lifestyle, an articleIndependent
for a school magazine warning of the danger of screen time, or a letter to the head of the school recommending changes study (I)
more able learners with further to the meals at school. (I)
challenge beyond the basic gives your
content of the course. Innovation Extension activities: learners the
and independent learning are the Provide learners with a table containing different questions about healthy living and lifestyles, e.g. Do you think it’s a opportunity to
good thing to eat late at night? How often do you walk to school? Is it important to eat breakfast? Do young people develop their
basis of these activities. exercise enough?, etc. This table acts as the board for a game. Learners work in groups of three or four, each group has
a dice and each learner has a counter. Learners take it in turns to roll the dice and move their counter forward the own ideas
appropriate number of spaces. and
understandin
Specimen papers g with direct
input from
Human body and health Formative assessment (F) is on-going you.
AO3 Speaking assessment which informs you about the
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 5 At a sports club
progress of your learners. Don’t forget to leave
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 3 Food and drink (Q5 staying healthy)
time to review what your learners have learnt, you
could try question and answer, tests, quizzes,
Question papers and mark schemes are ‘mind maps’, or ‘concept maps’. These kinds of
available for you to download at: activities can be found in the scheme of work.
www.cambridgeinternational.org/support

Using these resources with your learners allows

you to check their progress and give them
confidence and understanding.

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 Scheme of Work

A: Everyday activities

Syllabus ref. Learning objectives Suggested teaching activities

Time Exchange information Introduce time expressions, e.g. telling the time, dates, days of the week, months, seasons. Go to
expressions about daily life using https://elt.oup.com/student/headway/elementary4/vocabulary/unit02/hwy_elem_unit02_1?cc=gb&selLanguage=en
time expressions and Learners can access lessons, games and tests which can be done on the interactive white board as a whole class
verbs in the present activity or on independent devices.
simple tense For more game ideas go to: www.tefl.net/elt/ideas/games/dates/

Many textbooks include reading and listening comprehension activities about daily routines. Activities can include
listening to an account of somebody’s daily routine and matching actions to times; or reading a text describing a routine
and putting pictures in the order of the text. For examples go to:
https://webenglish.se/unit-9-daily-routine/

Learners use the comprehension texts to extract key vocabulary to talk about daily life and sort this vocabulary under
lexical or grammatical headings. Learners use the vocabulary they have identified to complete the blanks in a text
describing daily routine. (F)

Give learners a picture of a famous person. Learners consider the characteristics of that person and imagine a typical
week in the life of that person and complete a timetable or diary for them. They can do this individually or in pairs. (I)
Learners present their work to a larger group or to the class who must guess who their famous person is and justify
their response. Download the worksheet for this activity here: https://h8y4w3m9.rocketcdn.me/wp-
content/uploads/Days-Of-The-Week-Worksheet-My-Week.pdf

Use modal verbs Introduce the present tense of can/can’t and have to/don’t have to, e.g. I have to go to school from Monday to Friday, I
can/can’t and have don’t have to get up early on Sundays, I can see my friends at the weekend …
to/don’t have to in the Ask learners to describe the daily routine of people in different jobs (e.g. a hairdresser, a teacher, etc.). They can do
present tense to this individually or in pairs. (I) Learners present their work to a larger group or to the class who must guess what the job
discuss permission, is and justify their response.
obligation and lack of
obligation in daily
routines

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Ask questions about Introduce question forms. On separate pieces of paper, write questions related to daily life using a variety of
daily life and use interrogatives, e.g. How do you go to school? What do you do in the evenings? What time do you wake up in the
interrogative morning? How often do you see your friends? Stick these questions around the classroom. Give learners a sheet with
expressions the corresponding answers, e.g. by bus, I watch TV, at half past seven, twice a week. Make sure only one answer is
possible for each question. Learners work in pairs. One finds a question and says it to their partner who writes it on the
sheet next to the corresponding answer, like a running dictation. Use these examples to revise and practise question
forms.

Go to www.teachingenglish.org.uk/article/games-question-practice for ideas of games for question practice.

Go to www.esleschool.com/a1-wh-questions/ for an interactive revision exercise. (F)

Provide learners with a grid so they can ask and answer questions in groups about daily routine. Pool the group results
to create a survey of the whole class and display the results.

Learners write an account of their daily routine for a blog or a school magazine. Give guidance and support by
specifying the structures learners should aim to include in their writing. (I)

Discuss past daily Give learners examples of statements in which people discuss daily life in the past, e.g. I used to live near the sea. I
routines and habits used to wake up at six am. I didn’t use to eat spinach.
using used to/didn’t
use to For interactive exercises to practise this structure go to: https://test-english.com/grammar-points/a2/used-to (F)

Learners write an account of their routine in the past using this structure. (I)

Food and Discuss food and Introduce vocabulary needed to refer to food, drink and meals. Go to https://games4esl.com/esl-classroom-games/food-
drink meals and use vocabulary/ AND www.english-learn-online.com/vocabulary/foods/learn-foods-vocabulary-in-
a/some with countable english/#_Names_of_food_in_English
and uncountable
nouns Learners can practise this vocabulary with games such as bingo, crosswords, word searches and pelmanism. The
following website provides an explanation and ideas for using this game in the classroom:
https://busyteacher.org/22375-memory-pelmanism-17-great-ways-to-use.html

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Syllabus ref. Learning objectives Suggested teaching activities

For an interactive exercise testing food vocabulary go to: www.gamestolearnenglish.com/fast-english/ (F)

Give learners texts in which young people talk about their eating habits and their favourite food/typical food from their
region. Learners answer a series of comprehension questions. For a lesson idea on this topic, download a lesson plan
and worksheets here:
https://esol.britishcouncil.org/sites/default/files/attachments/informational-
page/Unit%203_Food%20around%20the%20world.pdf

Learners complete a sheet with information about their favourite dish and drink, what they love and hate to eat, what
people love to eat in their county and when they eat this food, etc. Learners use the worksheets as support to ask and
answer questions about eating habits in pairs or small groups.

Introduce rules for using a and some. For classroom activities to teach this go to: https://teflhandbook.com/efl-esl-
lesson-plans/a2-upper/countable-and-uncountable/
For an interactive exercise to practise this structure go to: www.english-4u.de/en/grammar-exercises/a-an-some.htm
(F)

Extension activity: Learners ask and answer a series of open-ended questions encouraging opinions and
justifications. They can do this as an oral exercise or they can prepare answers in writing and use them as prompts for
an extended writing exercise. (I) http://eslpartytown.com/teachers/conversation/cqfood.html

Understand recipes Introduce verbs typically used in cooking recipes: mix, grate, fry, slice with illustrations or miming actions. Flashcards
and use the imperative can be downloaded from https://busyteacher.org/16053-cooking-verbs-flashcards.html
form of the present Introduce rules for using verbs in the imperative form.
tense. Use a range of
quantifiers (e.g. a few, Learners watch a video clip of someone cooking: www.youtube.com/watch?v=Wxac75IQ5y8
some, a bit of, etc.). They write down the verbs they hear. They then retell the cooking process using the appropriate verb in the correct
imperative form.

Give learners the name of a typical dish from countries around the world to research. They write the recipe using verbs
in the imperative form and illustrate it for a class display. (I)

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners read the recipes and match them to photos displayed on the board or on a worksheet. They choose a typical
dish from their country, write a short description of it and then present their description to their partner/group to see if
they can guess what it is. (I)

Learners highlight the expressions of quantity in their description e.g. a lot of, some, a few, not much.
For an interactive exercise on expressions of quantity go to: https://agendaweb.org/grammar/quantifiers-quantity-
exercises.html (F)

Discuss healthy eating Learners listen to a conversation about healthy eating habits and do a series of comprehension and vocabulary
and use a range of activities: https://esol.britishcouncil.org/content/learners/uk-life/family-learning/healthy-eating
adverbs of frequency
(e.g. too often, four Use the transcript from the conversation to revise / introduce the adverbs of frequency, e.g. …how many fruits and
times a week, hardly vegetables a child should have every day, you could take him to the park once or twice a week.
ever, daily, etc.) Learners make sentences about their own eating habits using a range of adverbs of frequency.
For an interactive exercise to practise this structure go to:
https://elt.oup.com/student/solutions/elementary/grammar/grammar_02_012e?cc=gb&selLanguage=en (F)

Do a class survey to see who has a healthy diet. Learners work first in small groups and then feedback their results to
the rest of the class. Lead a class discussion on what learners should do and how often to maintain a healthy lifestyle.
Learners report the results in a piece of writing comparing their own eating habits to those of the whole class. (I)

Extension activity: Learners create posters to promote healthy eating in which they can include examples of modal
verbs, verbs used in the imperative and adverbs of frequency. (I)

Order food in a Learners complete role-play exercises in which they order food and drink and explain their requirements. For examples
restaurant and write a of dialogues and vocabulary go to:
review https://busyteacher.org/classroom_activities-vocabulary/food_and_drinks/restaurants_and_cafes-worksheets/
https://bogglesworldesl.com/survival_travel_english/restaurants.htm
www.youtube.com/watch?v=Cl6Tm_R5n74
Set up role-play situations in class with learners working in groups and acting out sequences.

Learners listen to or read conversations in restaurants when there is a problem (something is missing, or a mistake has
been made). For an example go to: www.tititudorancea.com/z/this_steak_is_raw.htm

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Syllabus ref. Learning objectives Suggested teaching activities

For key vocabulary go to: https://busyteacher.org/2817-complain-in-a-restaurant.html

Once useful expressions have been identified (Excuse me, I ordered chicken, not fish.), in pairs, learners devise
dialogues containing these expressions and come up with suitable solutions. (I)
For examples of role play scenarios go to: www.esl-lounge.com/level2/lev2restaurantrcards.php
Learners work in groups to write a sketch. Half the group are the directors who must write the actions using the
imperative forms and modal verbs: First ask for the menu., You should complain about your meal. The other half of the
group are the actors who must improvise the dialogue.

Learners read a restaurant review and identify positive and negative statements:
https://learnenglish.britishcouncil.org/skills/writing/intermediate-b1/a-restaurant-review
Learners write a (real or imaginary) review of a restaurant where they have eaten in the past and say whether they
would recommend this place, and why. (I)

Extension activity: Learners complete a reading comprehension exercise describing different restaurants:
https://learnenglishteens.britishcouncil.org/skills/reading/intermediate-b1-reading/food-restaurants
They design their own restaurant menu and publicity in poster or brochure form. (I)

Human body Discuss minor health Introduce vocabulary needed to refer to the human body. For worksheets go to https://eslflow.com/body-parts-
and health problems and use the worksheet.html
expressions I’ve got
a…, my… hurts, I Give learners a picture of a human body to be labelled: http://clipart-library.com/human-body-outline-printable.html
feel… This can be done in the form of a timed competition in teams. The team managing to label the most body parts correctly
within a certain length of time will be the winners. (F)

Extension activity: Play a song which contains lyrics with some parts of the human body. For example:
www.youtube.com/watch/BwHMMZQGFoM Learners listen to the song. They either write down the parts of the human
body they hear or point to the correct part of the body instead.

Give learners expressions referring to minor health problems and ask them to match the expressions to the pictures:
https://eslflow.com/health-problems-symptoms-and-illnesses-vocabulary-exercises.html

Introduce the expressions I’ve got a…, my… hurts, I feel… .

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Give learners a list of ailments and remedies and ask them to match them appropriately. For examples download this
worksheet: www.kaisons.org/uploads/3/4/0/1/3401675/___25_at_the_doctors_2.pdf

Learners perform role plays, in pairs, at the doctor’s or at the chemist’s. (I)

Discuss healthy and Learners listen to a person talking about their lifestyle and what they intend to do to keep fit, and then answer
unhealthy lifestyles comprehension questions: https://esol.britishcouncil.org/content/learners/skills/speaking/health-and-fitness
and use going to for Introduce the future tense going to for future intensions. To practise the structure, use the worksheet below:
future intentions https://esol.britishcouncil.org/sites/default/files/attachments/informational-page/health_and_fitness_worksheets.pdf (F)

Learners work in pairs or small groups. Give each pair/group a grid with questions. For examples of questions see:
www.teach-this.com/images/resources/how-healthy-are-you.pdf
Learners interview each other about their lifestyles. Based on the answers, learners discuss how healthy their lifestyles
are and if they intend to make any changes in the future.

Learners complete an extended writing exercise. This could be a poster or leaflet promoting a healthy lifestyle, an
article for a school magazine warning of the danger of screen time, or a letter to the head of the school recommending
changes to the meals at school. (I)

Extension activity: Provide learners with a table containing different questions about healthy living and lifestyles, e.g.
Do you think it’s a good thing to eat late at night? How often do you walk to school? Is it important to eat breakfast? Do
young people exercise enough?, etc. This table acts as the board for a game. Learners work in groups of three or four,
each group has a dice and each learner has a counter. Learners take it in turns to roll the dice and move their counter
forward the appropriate number of spaces. If the learner can give an adequate answer to the question on which they
have landed they may play again. If not, the next learner takes their turn. The player who gets to the end of the
questions first is the winner. This game can be adapted for other topics.

Learners write a short account of their own lifestyle including opinions on whether they lead a healthy lifestyle or not. If
they are sufficiently confident with modal verbs they can also include a variety of modals by saying what they
should/must do or what they might do in the future. (I)

Travel and Discuss different Introduce vocabulary needed to refer to transport. Go to www.esolcourses.com/topics/transport.html and scroll down to
transport means of transport ‘Quizzes and Activities for Elementary and Pre-intermediate Learners’.

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Syllabus ref. Learning objectives Suggested teaching activities

and use prepositions

by, in and on Introduce common verb and preposition collocations used with means of transport, e.g. go by train, go on foot, arrive in
a taxi, etc.

Learners ask and answer questions orally about the public transport in their local area

Learners listen to someone giving information about their daily commute and answer comprehension questions:
www.esl-lab.com/english-culture-videos/bus-transportation/
Learners work in pairs and tell each other about their daily commute to school and what they like or dislike about it.

Use if clauses to Learners listen to a short clip about public transport in London.:
discuss preferences www.youtube.com/watch?v=NGRYhHduX8o&feature=youtu.be
for different means of Learners identify the different means of transport and the advantages and disadvantages mentioned in the clip.
transport
Provide learners with examples of if clauses, e.g. If you take the bus, your journey will take you much. If people don’t
drive to the city centre, there’ll be less air pollution.
Learners work in pairs and discuss what the advantages and disadvantages are of the means of transport in their local
area.

Extension activity: Learners work in small groups and prepare a leaflet with public transport information for visitors to
their local area.

Discuss what can go Learners work in pairs or small groups. Give the learners two sets of card - one set with verbs, the other with nouns.
wrong while travelling The verb+noun collocations should represent what can go wrong during a journey, e.g miss the bus, lose money,
using verb + noun change the platform. Learners play a matching game in which they make pairs of cards. To win the cards, they must
collocations make a logical, grammatically correct collocation. The learner with the most pairs of cards at the end is the winner.

Learners then discuss if they have ever had these problems and what happened.

Narrate the story of a Learners read a travel blog and say if anything went wrong on the blogger’s journey. For example, go to:
journey when www.goatsontheroad.com/bariloche-argentina-first-stop-in-the-lake-district/#more-38746
something went wrong
and use regular and

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

irregular verb forms in Ask learners to read the blog again and write down all the verbs in the past simple, e.g. arrived, boarded, had, did, etc.
the past simple. Learners put the verb forms into two columns; regular verb forms and irregular verb forms. They write down the
infinitive forms for these past forms, e.g. arrive, board, have, do, etc.
Practise the irregular forms here: www.perfect-english-grammar.com/irregular-verbs-exercise-1.html . (F)

Learners write an account of their own journey when something went wrong, using a range of past simple verb forms.
(I)

Introduce questions in the past simple e.g. How did you travel there? Who did you tell about it?, etc.
For interactive practice go to: https://learnenglishkids.britishcouncil.org/grammar-practice/past-simple-questions (F)

Learners work in pairs to write and perform dialogues about their journeys using questions in the past simple. (I)

Extension activity: Learners read a text about road safety and answer a series of comprehension questions. For
examples go to: https://esol.britishcouncil.org/content/learners/uk-life/be-safe-uk/staying-safe-public-transport

Learners invent a poster or write the script of their own road safety campaign. (I)

Specimen papers

Specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Describing daily life
AO2 Reading
0472 / 0772 Jun 2023 Specimen Paper 02 Question 3 My daily routine
0472 / 0772 Jun 2023 Specimen Paper 02 Question 6 Adventure Camp
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 2 Self, family and friends
AO4 Writing
0472 / 0772 Jun 2023 Specimen Paper 04 Question 1 Hobbies

Food and drink

AO1 Listening

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Specimen papers

0472 / 0772 Jun 2023 Specimen Paper 01 Questions 15–19 Local restaurants
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 8 Going for lunch in a restaurant
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 3 Food and drink

Human body and health

AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 5 At a sports club
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 3 Food and drink (Q5 staying healthy)

Travel and transport

AO1 Listening
0472 / 0772 Jun 2023 Specimen Paper 01 Questions 1–8 At the airport
0472 / 0772 Jun 2023 Specimen Paper 01 Questions 20–24 Interviews about transport and travelling
AO2 Reading
0472 / 0772 Jun 2023 Specimen Paper 02 Question 5 Holiday advertisements
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 4 Staying in a hotel
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 9 On a train to Manchester
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 4 Travel and transport

15
Scheme of Work

B: Personal and social life

Syllabus ref. Learning objectives Suggested teaching activities

Self, family and Give and exchange Learners complete an identity form with personal information such as name, age, birthday, numbers of brothers and
friends personal information sisters, where they live, etc. (I)

Learners work in pairs and exchange information about themselves. Display example questions on the board for
support, e.g. ‘What’s your name ?’, ‘How old are you?, ‘Where are you from?’
https://en.islcollective.com is a source of free teaching materials made by teachers for teachers. Create an account
with an email and password to access the resources. For examples of worksheets for learners to complete go to:
https://en.islcollective.com/english-esl-worksheets/search/personal%20information?page=3

Refer to different Introduce/revise vocabulary needed to refer to close and extended family members. Go to www.mes-
family members, games.com/family.php . Learners can access lessons, games and tests which can be done on the interactive white
revise present tense board as a whole class activity or on independent devices.
of to have and to be Consolidate knowledge of the present tense of to have and to be – I’ve got two sisters, I’m an only child, …
and use possessive Go to www.english-4u.de/en/tenses-exercises/verb-to-be.htm AND www.learnenglishfeelgood.com/english-verbs-
adjectives my, his, tohave1.html for interactive revision exercises on these verbs. (F)
their
Learners can practise and revise family vocabulary with the help of www.english-learn-online.com/vocabulary/family-
members/learn-family-members-in-english/#_Flashcards_exercise. (F)

Learners watch a short video and identify the different relationships between the speakers:
www.youtube.com/watch?v=ySdiO9ovt70 .

Review / introduce possessive adjectives. Learners practise these language points by playing ‘Mix it up portraits’. The
instructions on how to play can be found here: https://busyteacher.org/23600-possessive-adjectives-5-games-
practice.html (game number 4).

Learners create their own family tree with the name of each family member and their relationship to the learner.
Resulting family trees can be displayed or can be the basis for a question/answer session in groups or pairs during
which learners exchange information about their families. (I)

16
Syllabus ref. Learning objectives Suggested teaching activities

Describe physical Introduce vocabulary to describe physical appearance and review adjectives (e.g. long, slim, small, tall, etc.). To
characteristics and practise this vocabulary, go to www.english-learn-online.com/vocabulary/appearance/learn-appearance-vocabulary-in-
use adjectives and english/#_Personal_appearance_vocabulary_in_English
verbs in the present
simple tense Many textbooks include reading and listening activities requiring learners to match physical descriptions to pictures of
people being described. This is a good opportunity to review the present tense of to be and to have.

For more ideas how to practise the vocabulary of physical appearance, go to: www.tefl.net/elt/ideas/vocab/describing-
people-games/

Discuss character Introduce vocabulary to discuss character traits. For a list of positive and negative personality adjectives go to:
traits www.esolcourses.com/content/exercises/grammar/adjectives/personality/words-for-describing-personality.html

Introduce the difference between the use of adjectives to describe somebody, e.g. honest and abstract nouns to talk
about qualities, e.g. honesty. Introduce different verbal expressions to discuss character traits such as to seem and to
look like as an alternative to to be.

Learners write an anonymous self-portrait, including a physical and character description. Provide a writing frame for
extra support. Learners work in groups, picking a self-portrait at random, reading it and then guessing which member
of the group the author of the description is. (I)

Learners choose, or are given, the name of a English-speaking personality (sportsperson, singer, actor, etc.), find out
personal information about them (date and place of birth, physical description, character traits, etc.) and their families
(name and nationality of parents, number of brothers and sisters, etc.). Learners present the information as a poster or
an oral presentation to the class. (I)

17
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Discuss friendship Many textbooks include reading and listening comprehension activities about friendship. This is a good moment to
and what makes a review / introduce verbs, including simple phrasal verbs, in the present tense such as believe in me, laugh (together),
good friend and use tell (the truth), get (to know somebody), listen (to your problems), spend (a lot of time together), get on well with, fall
verbs, including out, make up, etc.
simple phrasal verbs,
in the present simple Learners discuss what makes a good friend and complete worksheets on the same topic. To download the worksheets
tense. Participate in a and the lesson plan, go to: www.teachingenglish.org.uk/article/friendship
simple discussion,
give opinions. Give learners the names / pictures of famous people (real or fictional) and ask them to say whether they think that
person would make a good friend or not, justifying their opinion. Lead a class debate and vote on which personality
would be the best ‘friend material’. (I)

Extenstion activities:
Learners discuss the topic of friendship. For example questions, go to: www.eslconversationquestions.com/friendship/

Learners write an email to a friend about a problem. They could do this as a pair-work task where one learner writes a
letter explaining their problem and their partner writes an answer to it. (I)
To practise language needed to give advice to somebody, go to: www.cambridgeenglish.org/learning-
english/activities-for-learners/a2w003-giving-advice-to-a-friend

In the home Describe your home, Introduce/revise vocabulary needed to refer to the house and the home, including furniture and furnishings. Go to:
use prepositions of www.esolcourses.com/topics/household-home.html
place https://webenglish.se/unit-10-my-home/

Provide learners with a list of prepositions to explain where things are located. For simple presentations and
worksheets on this topic go to: https://games4esl.com/lesson-plans/prepositions-of-place/ AND
www.youtube.com/watch?v=f2MkzbUpt-c&feature=youtu.be

Learners test their knowledge of prepositions with the help of these interactive exercises:
https://agendaweb.org/grammar/prepositions-exercises.html (F)

Learners watch two clips of someone showing viewers around their house:

18
Syllabus ref. Learning objectives Suggested teaching activities

www.youtube.com/watch?v=bM_kwMYeLIw&feature=youtu.be
www.youtube.com/watch?v=xllad9Vz_9k&feature=youtu.be .
Learners discuss which house they’d like to live in and why.

Provide learners with a template of a house and ask them to draw some furniture in each room. Learners work in pairs
and describe their dream home. For a worksheet, go to: https://busyteacher.org/24908-my-dream-home.html (I)

Learners write a description of their own home including rooms, furniture and furnishings. Provide learners with an
interview grid. They interview each other in pairs about where they live and note their answers on the grid. (I)

There are many television programmes worldwide featuring tours of homes of celebrities, makeovers of home interiors
or people searching for their dream house. Use these formats to inspire activities on this topic.

Give a description of a luxury house with the help of pictures. Learners complete gaps in a text describing a lavish
house that can serve as a model for their own writing. (I)

In groups, learners imagine they are a group of people who share a house. They take it in turns to describe the house
by each adding a sentence to the description. Each member of the group must repeat what has gone before and add
a new sentence. The winner is the member of the group who can remember all parts of the description. Differentiate
with the amount of guidance given for this activity (the number of adjectives to be used, the position of the rooms
using prepositions, etc.).

Extension activities:
Learners do role-plays about finding a house where they’d like to live. For lesson plans and worksheets go to:
https://bogglesworldesl.com/findinganapartment.htm

Learners produce a ‘For Sale’ poster of their house (real or imaginary) with a full description of the rooms and
amenities. Encourage them to use lots of adjectives to make the property sound as attractive as possible. (I)

Discuss household Introduce vocabulary needed to talk about household tasks, e.g. vacuum the floor, do the cleaning, tidy up my room.
tasks, use adverbs of For a lesson idea and worksheets go to: https://esol.britishcouncil.org/sites/default/files/attachments/informational-
frequency and use the page/Teacher%27s%20Pack%204%20Unit%203_final_0.pdf
present perfect tense

19
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners do a series of speaking activities in which they discuss what they have to/had to do to help around the
house. For activities go to: www.thoughtco.com/doing-chores-esl-lesson-plan-1210270

Learners can practise this vocabulary with games such as bingo or pelmanism (memory game). The following website
provides an explanation and ideas for using this game in the classroom: https://busyteacher.org/22375-memory-
pelmanism-17-great-ways-to-use.html

Create crosswords and word searches to consolidate household task vocabulary: www.discoveryeducation.com/free-
puzzlemaker/

www.classtools.net/ enables teachers to create interactive games, quizzes and activities so could also be used for this
and other topics.
Introduce adverbs of frequency and time expressions. For an example list and ways to practise go to:
www.englishclub.com/grammar/adverbs-frequency.htm
www.tefl.net/elt/ideas/games/adverbs-of-frequency/
www.eslactivity.org/frequency-adverbs-games/

Learners read a text about what chores children at different ages should do to help around the house. They fill in a
grid with two columns: ‘age’ and ‘chores’. For the text go to: www.tinies.com/our-favourites/getting-children-to-help-
around-the-house.html and scroll down to ‘Here are some suggestions of chores your kids can help with’.
Learners discuss whether they agree or disagree with the suggestions in the text and why.

Introduce the present perfect tense. Learners can practise here: www.perfect-english-grammar.com/present-perfect-
exercises.html (F)
Learners prepare questions for a class survey using the present perfect tense and present simple (e.g. Have you ever
done the washing-up? How often do you do the washing-up?, etc.). Learners work in groups and interview each other.
Discuss the results with the whole class.

Learners write sentences about their classmates and what chores they have done/have never done. They practise
using the present perfect tense. (I)

Extension activity: Learners listen to the song Housework by Robert Palmer.

20
Syllabus ref. Learning objectives Suggested teaching activities

www.youtube.com/watch?v=7D6gVzh8698 Provide learners with comprehension tasks. For ideas how to use songs
in the classroom go to: www.etimalta.com/how-to-use-songs-in-a-language-class/

Colours, clothes Discuss clothes and Introduce vocabulary for clothes and accessories. For activities to introduce this vocabulary, go to:
and accessories accessories use www.englishwsheets.com/clothes-accessories.html
adjectives to describe
them and the present For interactive exercises for revising clothes vocabulary, go to www.esolcourses.com/topics/clothing.html (F)
continuous tense
Introduce colours, patterns and materials. Go to:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Clothes/Clothes._Patterns_and_ma
terial_bq1003804nn

Introduce the present continuous tense. For interactive exercises for revising this tense, to go
https://agendaweb.org/verbs/present_continuous-exercises.html
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Clothes/What_are_they_wearing_$
_op16484ju

Learners watch a video clip of a fashion show and complete the missing words in sentences. Go to:
https://en.islcollective.com/video-lessons/clothes-patterns-materials

Display pictures of people wearing different types of clothes. Learners describe one of the people. Other learners
guess the picture.

Extension activity: Learners work in small groups and design outfits for different occasions (e.g. winter holidays, a
job interview, etc.). Learners share their designs with the class. Learners discuss the designs and decide which outfit
they think is the most extravagant, original, comfortable, etc.

Discuss fashion Give learners a set of cards showing different occasions (e.g. a job interview, meeting friends, going to the cinema, a
choices for different school trip, a family celebration, etc.). Learners discuss what the best outfit for each occasion would be. (I)
occasions, express
opinions on the Learners do an interactive quiz about their choices of clothes. Go to: https://busyteacher.org/14057-quiz-how-
importance of clothes fashionable-are-you.html
Learners discuss the results of the quiz. They say how important they think it is to look fashionable.

21
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

and fashion and give

advice Introduce/revise language used to talk about problems and to give advice. For a list of useful expressions, go to:
https://blog.maltalingua.com/useful-expressions-english-lesson-advice/

Learners practise matching problems to advice. Go to:

www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Giving_advice/I_need_help_xg448
431hi (F)

Many textbooks include listening and reading activities in which young people express opinions about fashion.
Learners complete a series of comprehension exercises and then express their own views on the importance of
clothes and fashion. Learners do this as a speaking activity in pairs or groups or as an individual writing activity. (I)

Learners read a series of problems related to clothes and fashion. They then discuss possible solutions and say what
advice they would give to each person from the reading activity. Learners do this as a speaking activity in pairs, or
groups or as an individual writing activity. Learners compare their ideas with the whole class. To download the
worksheet, go to: https://busyteacher.org/12548-advice-column-clothing-ask-anita.html (I)

Use the past simple Introduce the past simple tense. Go to:
tense www.englishclub.com/esl-games/grammar/jumbled-tenses-past-simple-1.htm
www.perfect-english-grammar.com/past-simple-exercise-8.html

For interactive practice of regular and irregular verb forms in the past simple, go to:
www.gamestolearnenglish.com/past-tense-game/
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Past_simple/Past_Simple_-
_Regular_and_irregular_verbs_gy255238fy (F)

Learners listen to a series of dialogues and answer some comprehension questions. Go to:
https://learnenglish.britishcouncil.org/skills/listening/beginner-a1/shopping-for-clothes
Learners retell what happened in the dialogues from memory using the past simple tense (e.g. she wanted to buy
some clothes, she asked for a black jumper, she tried some clothes on, she paid by credit card, etc.). Other learners
listen and correct the facts in the sentences if necessary (e.g. She didn’t pay cash, she paid by credit card.).

22
Syllabus ref. Learning objectives Suggested teaching activities

Extension activity: Learners play the ‘I went to the market’ memory game. The first person says: ‘I went to the
market and bought a pair of jeans’. The next person repeats the first sentence and adds one item (e.g. I went to the
market and bought a pair of jeans and a yellow T-shirt). To make the game more challenging, learners can also add
other verb forms (I went to the market and bought a pair of jeans. Then I went to a restaurant and ordered a glass of
still water.). (F)

Leisure time – Discuss leisure Introduce vocabulary needed to refer to leisure activities. This can be done with the help of www.eslbuzz.com/free-
things to do, activities and use time-and-leisure-activities-vocabulary-in-english/.
hobbies, sport verbs and noun
collocations correctly Show learners some examples of young people talking about what they do during their leisure time. Write down
common verbs used in leisure activities on the board (e.g. go, go for, go to, play, take, have). Encourage learners to
notice when the different verbs are used and the noun phrases that follow them. Learners write a few examples of
nouns under the correct verb on the board (e.g. go swimming, go for a swim, go to the gym, play volleyball, play the
guitar, take photos, have a chat, etc.).
Check understanding of collocations (and different tenses) with a gap-fill exercise:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Collocations/Verb_collocations_oq3
23ca (F)

For interactive games and worksheets for leisure and free time, go to: www.english-learn-online.com/vocabulary/free-
time-activities/learn-free-time-activities-in-english/#_Flashcards_exercise Or
https://agendaweb.org/vocabulary/hobbies-sports-exercises.html

Talk about a sport and Introduce/revise vocabulary needed to refer to sport. Go to www.englishwsheets.com/sports.html
use a range of
adverbs Learners work in small groups. Give each group a large sheet of paper and a pictionary. Each group makes a poster
for one sport with related vocabulary (e.g. football: ball, pitch, kick, goal, referee, etc.). Learners display their posters.

Introduce adverbs commonly used with sports (e.g. slowly, quickly, carefully, outdoor, indoor, etc.). Show learners
pictures of sportspeople in various contexts and states of fitness. Learners match the adverbs to the pictures. Some
adverbs could be used for more than one picture, which could lead to some debate and justification of answers.

Learners then write a short description of a sport or a game. They should mention when, where and how it’s played,
trying to include as many different adverbs as possible. (I)

23
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners read out their descriptions. Others try to guess which sport it is.

Use adjectives in the Introduce the comparative forms for adjectives. For interactive practice, go to:
comparative form and https://agendaweb.org/grammar/comparative-adjectives-exercises.html (F)
express opinions
about different sports Many textbooks include reading and listening comprehension activities in which young people talk about different
and activities sports and activities and give their opinion about them. Learners identify and extract relevant information from the
texts. Differentiate for higher ability learners by asking for ‘any other interesting information’.

Provide learners with pictures of different sports and activities. Learners compare them using a range of comparative
forms (e.g. I think squash is more interesting than football because it’s faster. In my opinion, hiking is healthier for you
than going to the gym because you get some fresh air).

Learners watch a video in which young people interview each other about the sports they like:
www.youtube.com/watch?v=LyTE-1DGxnE
Learners listen for specific detail: the name of the sport, why each person likes it and when they started playing it.
Learners interview each other in pairs or groups using the questions from the video as a model. Provide learners with
a grid so they can do this in the form of a survey.

Or, learners take notes and then write a paragraph comparing their own opinions about sports with those of different
members in their group or those of the young people in the video. It is possible to revisit certain grammar points such
as adverbs of frequency or the past simple tense. (I)

Talk about a past Review the past simple tense.

event, use the past Go to: https://elt.oup.com/student/solutions/preint/grammar/grammar_02_012e?cc=gb&selLanguage=en
simple tense and plan
a sports day Learners discuss a sports day they have been to and say what activities they did, what happened and what they
enjoyed about it.

Learners study the information about planning a sports day on this website:
www.theeventscompany.co.uk/events/team-building-events/outdoor-team-building/sports-day-events/
Learners work in small groups and plan their own sports day. They decide on: the location, the day, what
activities/sports will be included and what the prizes will be. They then design a poster for their sports day. Each group

24
Syllabus ref. Learning objectives Suggested teaching activities

presents their plan for the sports day. Others say what they would enjoy about each sports day (e.g. I’d love to go to
this sports day because the prizes are exciting. I really like the activities they include, especially the egg race.).

Discuss and compare Introduce vocabulary needed to talk about different types of television programmes by showing learners pictures of
different TV local programmes they will recognise and labelling them, e.g. a sports programme, a cartoon, a sitcom, a reality show,
programmes and use a soap opera, a movie, etc. Give learners short descriptions of well-known television programmes to identify.
superlative adjectives
Learners can practise TV vocabulary by going to www.esolcourses.com/content/topics/tv/tv-shows-wordsearch.html
AND www.esolcourses.com/content/topics/tv/tv-times-reading-quiz.html
Learners read a variety of texts in which young people discuss their favourite and least favourite TV programmes.
They then complete a variety of listening and reading comprehension exercises.

Learners choose a popular TV programme and write a short description of it, without naming it. Then in groups, or
pairs, learners take turns to present their programme and the others must guess the title.

Introduce adjectives to talk about TV programmes (e.g. boring, interesting, exciting, realistic, scary, etc.)
Learners complete sentences comparing different TV programmes, enabling them to practise comparative and
superlative structures. (F)

Learners conduct a survey in groups to find out what the most and least popular TV programmes are and why. The
results can then be shared and a whole class survey produced.

Give learners similar activities to discuss films. Learners complete continuous writing tasks such as TV / film reviews
or discursive essays comparing types of entertainment, e.g. Watching films in the cinema is better than on TV. (I)

Leisure time – Make arrangements Learners read advertisements for different types of entertainment (e.g. the theatre, the cinema, music, exhibitions) and
going out to go out complete a variety of exercises identifying the type of entertainment, date, time, price, etc. For examples of types of
entertainment, to go: www.learnenglish.de/vocabulary/entertainment.html

Learners listen to phone conversations of people booking entertainment and note relevant information in a grid. They
then make up similar dialogues in pairs. Encourage learners to imagine different characters for their dialogues (e.g. an
angry customer or a very bored receptionist). (I)

25
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners read dialogues in which two people are discussing going out and pick out/match/classify useful expressions
for agreeing/disagreeing/making suggestions/making excuses. They then make up similar dialogues in pairs. These
dialogues are performed to the class with the class being given the task of noting down the final outcome of the
discussion. For useful phrases and model dialogues to go:
www.myenglishpages.com/site_php_files/communication-lesson-inviting.php
www.youtube.com/watch?v=UPB0ms02W3A

Specimen papers

Specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Self, family and friends
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 9 On a train to Manchester
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 2 Self family and friends
AO4 Writing
0472 / 0772 Jun 2023 Specimen Paper 04 Question 1 Hobbies

In the home
AO4 Writing
0472 / 0772 Jun 2023 Specimen Paper 04 Question 2 Describe your house

Colours, clothes and accessories

AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 3 In a clothes shop
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 1 Clothes (Shopping for clothes and school uniforms)
Leisure time
AO1 Listening
0472 / 0772 Jun 2023 Specimen Paper 01 Questions 35–37 An interview with a young tennis star
AO2 Reading
0472 / 0772 Jun 2023 Specimen Paper 02 Question 3 My daily routine
0472 / 0772 Jun 2023 Specimen Paper 02 Question 6 Adventure Camp
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 1 Planning a trip to the zoo

26
Specimen papers

0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 2 Planning a trip to the cinema
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 5 At a sports club
AO4 Writing
0472 / 0772 Jun 2023 Specimen Paper 04 Question 3(a) Film club

27
Scheme of Work

C: The world around us

Syllabus ref. Learning objectives Suggested teaching activities

People and Refer to different Introduce names of countries in English. Learners also practise the nationalities and languages. For activities and
places countries and worksheets go to:
nationalities and use www.esltower.com/VOCABSHEETS/countries/countries.html
prepositions with https://en.islcollective.com/video-lessons/continents-countries-nationalities
places
Introduce prepositions used to talk about different places and locations: e.g. in (the countryside), (come) from
(Mexico), by (the sea), next to (the mountains), between (two big cities), in the middle (of the country), etc.. For
summary and practice exercises go to:
www.esolcourses.com/uk-english/beginners-course/unit-2/asking-questions/prepositions-of-place.html
www.gamestolearnenglish.com/prepositions-game/

Learners check their understanding of prepositions used with places by watching a short vlog and making sentences
about what they see (e.g. they’re in Germany, he’s in the mountains, she’s on the beach, etc.). For an example of a
vlog go to: www.youtube.com/watch?v=hdA03p6egdg (F)

Introduce compass points and ask them to label the 8 different compass points. Practise this vocabulary by showing a
few places in the United Kingdom on the map and making some example sentences, e.g. London is in the southeast
of England. Manchester is in the northwest of England, etc. Learners play a game in groups: give each group a board
with names of different places in English, and a dice. Each learner has a counter to place on the board. In turns
learners roll the dice and move forward the correct number of squares. The other members of the group ask them a
series of questions to enable them to use different prepositions: Where are you?, Where is it exactly?.

Learners write some gap fill/true or false sentences for others to complete (e.g. London is in the north of the United
Kingdom, etc.). (I)

Learners write a short description of their own region. Encourage learners to use a variety of prepositions, not just in.
(I)

Extension activity: Learners work in pairs or small groups to do a running dictation. Give each pair/group a map of
the United Kingdom with numbers in place of the names of towns or cities: London, Liverpool, Belfast, Edinburgh,
Cardiff, etc. Put a few maps of the UK around the classroom. Learners take it in turns in their group to go up to one of

28
Syllabus ref. Learning objectives Suggested teaching activities

the maps to check where the town/city is. They memorise location to tell their group, e.g. Cardiff is in the south of
Wales. The group then writes where Cardiff is on the map. The first group to complete their map correctly is the
winner. You can make this activity more challenging by choosing less well-known towns/cities and by introducing a
wider variety of prepositions for situating places.

Describe a region and Many textbooks include reading and listening comprehension activities in which young people talk about the region
use there is/there are where they live and give their opinion about them. Learners read the texts and complete a series of comprehension
activities and identify key vocabulary. For a vocabulary list and interactive activities, go to:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Geographical_features

These texts could include examples of there is/there are, e.g. there are a lot of mountains, there’s a beautiful lake
there, there isn’t much snow in winter, etc. .

Learners complete a series of practice exercises using y to replace à + noun. For an explanation and some
interactive exercises go to: https://agendaweb.org/grammar/there_is_are-exercises.html (F)

Give learners a short description of a region and a grid to complete with relevant information, e.g. the number of
inhabitants, the geographical location, tourist attractions/main places of interest.They read the description and fill in
the grid. Learners then use this grid/text as a model to create an information sheet or write a description of their own
region. (I)

Learners interview each other about their region. Give them suitable questions or give them time to write their own.

Learners produce an illustrated leaflet, brochure or web page about their favourite region. Encourage them to look at
websites of English speaking countries/regions for inspiration. Or give each learner a different region from these
countries to research. (I)

Extension activity: Learners watch a video about a an English speaking country and discuss the tourist information
provided. For an example video and a worksheet, go to:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Video_comprehension/Top_10_To
urist_destinations_in_Australia_pm661445lg

The natural Discus the climate and Introduce/revise weather expressions. Go to www.youtube.com/watch?v=z8VkgKgVhys&vl=en-GB .
world the weather and use
adjectives, the

29
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

present continuous Introduce the present continuous tense (e.g. It’s raining, it’s snowing, the wind is blowing, etc.) and revise adjectives
tense and the future used to talk about the weather (e.g. it’s foggy, it’s windy, it’s sunny, etc.). To practise the tense and the adjectives, go
tense going to to: www.linguahouse.com/en-GB/esl-lesson-plans/general-english/whats-the-weather-like

Give learners a series of weather symbols and ask them to match them to the correct weather expression. Learners
sort the expressions into good weather and bad weather expressions. For simple worksheets and weather symbols
go to: https://games4esl.com/esl-worksheets/weather-worksheets/

For a series of interactive vocabulary and listening exercises on weather and climate go to:
https://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/weather-forecast
www.allthingstopics.com/weather.html

Introduce/revise the future tense going to.

Practise weather expressions in the future tense by listening to weather forecasts. For an example go to:
www.bbc.co.uk/weather
Give learners two different weather maps. Working in pairs, they must ask each other questions about the weather to
try and find out what the weather is like on each other’s maps. Learners then invent a weather forecast for the coming
weekend. They practise and perform it in front of the class. (I)

Extension activity: Learners read an account of a day out involving extreme weather conditions which includes a
variety of weather expressions in different tenses. Learners write their own account of a disastrous weather day,
saying what happened and what their reactions to it were. (I)

Discuss the natural Introduce vocabulary to talk about animals. Go to www.teach-this.com/general-activities-worksheets/animals .

environment. Review
question forms For more reading and listening exercises to practise vocabulary about animals go to:
https://learnenglishteens.britishcouncil.org/uk-now/video-uk/wild-animals
https://learnenglishteens.britishcouncil.org/study-break/graded-reading/animals-city-level-1

Give learners pictures of animals and ask them to choose one. In pairs or groups learners complete an information
factfile about this animal. Download an example lesson plan and worksheet here:
https://learnenglishkids.britishcouncil.org/writing-practice/animal-fact-file
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/writing-practice-animal-fact-file-worksheet.pdf

30
Syllabus ref. Learning objectives Suggested teaching activities

Extension activity: Learners select one or several animals to study and then complete the online quiz to check their
knowledge https://games4esl.com/esl-classroom-games/what-am-i-quiz-animals/ . They present their animal to a
partner, a small group or to the class without saying the name of it and the other learners must guess the animal they
are describing. Learners could use the information fact-file as a model to present an animal they have researched
themselves. (I)

Review question forms. For an example of a lesson plan and activities, go to:
https://esol.britishcouncil.org/content/teachers/lessons-and-activities/lesson-plans/question-forms
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Making_questions/Questions_-
_Present_simple_dt1266350dr

Learners watch a video of an interview with a park ranger. One half of the learners write down the questions. The
other half of the learners write down one fact from each of the park ranger’s answers. They then match the questions
to the correct facts from the answers. For an example of an interview, go to:
www.youtube.com/watch?v=LzQ05xZ40lg (with longer interviews, only play a part of the interview).

Learners use the questions from the video to interview each other and express their own opinions about nature. They
transform their answers into a piece of extended writing about the natural environment. (I)

Extension activity: Learners watch a video about a national park and complete a series of comprehension activities:
https://en.islcollective.com/video-lessons/yellowstone-national-park. Learners work in pairs or groups to create a web
page presenting the park (or a national park in their own region). (I)

Communications Talk about life online Introduce key vocabulary for talking about life online. For examples go to : www.english-learn-
and technology and use the infinitive of online.com/vocabulary/internet/learn-internet-vocabulary-in-english/
purpose Give learners a simple quiz to complete about what technology they use and how often they use it. For the quiz go
to: www.bbc.co.uk/learningenglish/course/lower-intermediate/unit-28/session-1
Introduce the idea of ‘digital detox’. Learners compare their answers from the quiz in pairs. They then discuss
whether they might benefit from digital detox, and why. Encourage learners to use justifications to turn this into a
more developed oral exercise.

Many textbooks include reading and listening comprehension activities in which young people talk about their life
online. Learners identify and extract relevant information from the texts. Differentiate for higher ability learners by
asking for ‘any other interesting information’. For an example lesson, go to:
https://learnenglishteens.britishcouncil.org/study-break/graded-reading/life-youtuber-level-1
31
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners use the texts from previous exercises as a model to write about their own life online for a blog or a school
magazine (I)

Learners design a web page on a topic of their choice or a blog or Facebook page for an imaginary character. This
activity will enable them to reuse vocabulary from earlier parts of the course. Give support and differentiate by giving
more or less guidance as to the information and the language to be included in the finished piece (I)

Show learners examples of messages written with typical text abbreviations and ask them to work out the meaning.
For a list of texting vocabulary go to:
https://laiaprincep.wordpress.com/2014/09/07/using-the-text-message-language-in-the-esl-class/
Learners write messages of their own and give them to a partner or another group to write in correct English.

Introduce the infinitive of purpose by asking ‘Why’ questions. Encourage learners to give answers using the infinitive
of purpose (e.g. Why do you phone your friends? – to have a chat, Why do you use the internet? - to find information
for my homework, etc.)
For more practice, go to:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Infinitive_of_purpose (F)
Learners work in small groups and discuss how often they use different mobile devices and what for.

Extension activities:
Learners work in pairs and practise phone conversations in different situation (e.g. cancelling a meeting, arranging to
meet, etc.). For role-cards and worksheets, go to:
www.teachingenglish.org.uk/article/mobile-phones

Learners read a text or watch a video about online safety and complete a series of comprehension exercises. For an
example text and comprehension worksheets go to: https://esol.britishcouncil.org/content/learners/uk-life/family-
learning/how-stay-safe-online

Discuss different types Introduce the vocabulary needed to refer to different types of texts and documents. Give learners pictures to match
of documents and with the correct words, e.g. a book, a comic strip, a magazine, a greeting card, an information leaflet, etc. Learners
texts. Use the past discuss if/how often they read these and explain why/why not.
simple and past
continuous tenses Give learners questions to ask each other in groups about their reading habits. Ask learners to make up their own
questions and add them to the list. (I) For a list of questions, go to: www.eslconversationquestions.com/books/
32
Syllabus ref. Learning objectives Suggested teaching activities

Learners read suggestions about how to encourage children to read more. They read the headings for each
paragraph. To differentiate ask learners to read the information for each heading for more details and examples. Go
to: www.kumon.co.uk/blog/encouraging-children-to-develop-good-reading-habits/
Learners work in pairs and discus whether they would enjoy these activities, and why.

Learners write an article about their reading habits including what they used to read, what they like reading now and
giving an opinion about young people’s reading habits in general. Encourage them to include information about what
they read on paper and what they read online. (I)

Revise the past simple tense and irregular verb forms. For lesson ideas to practise this grammar, go to:
www.eslactivity.org/irregular-verb/ (F)

Give learners short descriptions or reviews of popular books and ask them to match the description with the title.
Learners use these descriptions as a model to write a description of their favourite book, say what happened and why
they like the book. (I)

Introduce the past continuous tense. Contrast it with the past simple tense. For classroom ideas and worksheets, go
to:
www.tefl.net/elt/ideas/grammar/past-continuous-activities/
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Past_continuous

For interactive practice, go to:

www.perfect-english-grammar.com/past-simple-past-continuous-exercise-1.html (F)

Learners watch a scene from a film. Choose a short clip where a lot of things are happening at the same time.
Learners then write as many sentences as they can remember using the past simple and continuous tenses (e.g.
When her mum phoned, Sally was cooking dinner for her family. etc.). Encourage other learners to correct mistakes if
necessary (e.g. No, she wasn’t cooking, she was watching TV when her mum phoned.).

The built Describe a town, use Introduce vocabulary to talk about places in the town. Go to:
environment prepositions of place www.eslflashcards.com/set/places-in-a-city/
and the comparative www.allthingstopics.com/places-around-town.html
forms including not
as…as
33
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Revise prepositions of place. Go to: https://en.islcollective.com/english-esl-powerpoints/grammar/prepositions-

place/city-prepositions-place/118390
Learners work in groups of four. Give each learner a map of a town with numbers instead of names of places. Each
learner in the group is given a different set of information they know about the town (e.g. the pharmacy is opposite the
train station) and information they need to find out (e.g. you need to buy some milk, you want to see a film, etc.).
Learners ask and answer questions to find out where the different places in the town are situated on the map. For
worksheets got to: https://busyteacher.org/9754-map-activity.html

Learners listen to three people talking about where they live and complete a series of comprehension activities:
www.esl-lounge.com/student/listening/1L16-my-hometown.php
Learners describe their own town orally or in writing (I)

Revise the comparative forms and introduce the not as…as structure. For interactive exercises, go to:
www.tinyteflteacher.co.uk/learn-english/grammar-practice/adjectives/not-as-practice

Give learners a text based on peoples’ experience and opinion of living in the town and the countryside (e.g. the
countryside isn’t as noise as the city). Learners extract a list of advantages and disadvantages of each type of
lifestyle from the texts. (I) For an example of texts and worksheets, to go:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/City_and_country/Country_
or_city_uc25872eu AND https://busyteacher.org/24105-city-life-vs-country-life.html
Learners work in small groups and plan the perfect city to live in. For a worksheet, go to:
https://busyteacher.org/25361-newtopia-planning-the-perfect-city.html

Learners write an article describing their town in which they include positive and negative aspects as well as a
general opinion about life in their town. (I)

Ask for and give Introduce the vocabulary needed for understanding and giving directions: www.eslbuzz.com/how-to-ask-for-give-
directions and use the directions-in-english/
imperative form Learners listen to people giving directions and complete a series of comprehension exercises:
https://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/giving-directions

Extension activity: Give learners different versions of a map. They ask each other questions to complete the gaps in
their own map. For a lesson plan and worksheets, go to: www.teach-this.com/images/resources/giving-directions.pdf

Review the imperative form of present tense verbs.

34
Syllabus ref. Learning objectives Suggested teaching activities

Place labels designating different places in a town around the classroom. Learners take it in turns to direct each other
to different places, using the imperative form of verbs, and move around the room accordingly.

Extension activity: Learners write out a simple set of directions telling a foreign friend how to get to different places
in their town. This can be done in the form of a dialogue (e.g. on the phone) or written as an email. Encourage the
use of the imperative form.

Use transactional Give learners the expressions necessary for dialogues in banks and post offices. This can be in the form of sentence
language at the bank, half-matching or reordering jumbled dialogues.
post office, lost Learners perform appropriate role-play tasks and invent their own dialogues. Give them specific roles such as the
property office and at angry or absent-minded customer/bank manager to make the tasks more amusing. (I)
the police station
For support for dialogues at the Post Office go to: https://share.america.gov/everyday-conversations-post-office/

Learners listen to recordings of dialogues in lost property offices or police stations: They note details such as the item
lost, its description, where and when it was lost, etc. Learners invent and perform dialogues at the lost property office
or the police station. Give them examples of role play situations: https://busyteacher.org/4755-lost-property-office-
role-play.html (I)
For an example of dialogues at the police station go to: https://engoo.com/app/lessons/police-
department/bsLyQiwCEee79JNM7QUc_Q

Extension activity: Learners imagine a situation in which they have lost or found an item and write an account of
what happened. This is a good opportunity for revising and practising the difference between the past simple and
continuous tenses. (I)

Deal with problems Give learners the vocabulary necessary for travelling by plane. Go to: https://eslflow.com/tourism-and-hotel-
related to travelling by vocabulary-and-language-exercises.html
air
Learners listen to airport announcements and complete a series of comprehension activities:
https://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/travelling-abroad

Introduce vocabulary related to problems when travelling by air. For a worksheet, go to: https://eslflow.com/wp-
content/uploads/2017/10/Travel-problems-vocabulary-and-speaking-exercise-PDF.pdf

35
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners work in pairs. They choose one of the problems from the worksheet and do a role-play. They take on
different roles (e.g. two friends, two passengers, a passenger and a member of the cabin crew, etc.).

Book a hotel room and Introduce vocabulary related to hotels and staying at the hotel: https://eslflow.com/tourism-and-hotel-vocabulary-and-
make complaints. Use language-exercises.html
different questions
forms and the future Learners read a series of hotel reviews, identify key vocabulary and complete a comprehension exercise:
will for instant www.examenglish.com/B1/b1_reading_hotel_reviews.htm (F)
decisions
Give learners pictures of unusual hotels and ask them to choose one: https://busyteacher.org/16958-amazing-
hotels.html . Learners imagine the details of their chosen hotel, e.g. the type of hotel it is, where it is located, the
amenities on offer, the price of the rooms and note them in a grid. Learners listen to a dialogue between to people
about an unusual hotel: www.linguahouse.com/esl-lesson-plans/general-english/crazy-hotels . Learners ask
questions about the hotel in other people’s pictures using the dialogue as a model. Encourage learners to use a
range of question forms (e.g. how many, how much, where, etc.).

Learners write a description of a hotel (real or imaginary). (I)

Introduce the future will used for instant decisions (e.g. my room is really cold – I’ll turn on the heating, etc.). For
practice, go to: www.teach-this.com/images/resources/decision-dominoes.pdf

Learners listen to someone booking a hotel room: www.teachingenglish.org.uk/article/hotel-booking.They identify key

vocabulary and expressions and then use the dialogue as a model to make up their own in pairs. (I)
Introduce vocabulary and expressions for making hotel complaints: www.english-at-home.com/lessons/speaking-
exercise-complaining-hotel/

Learners work in pairs. Give each pair a different scenario of a hotel complaint. Learners make up appropriate
dialogues. (I)
Learners write an email to the hotel manager complaining about something they weren’t happy with. They then swap
their emails with other learners and write a reply to the complaint. (I)

Extension activities:
Give learners examples of messages of complaint sent to hotels and messages of response from the hotels. They
match message and response. (I)

36
Syllabus ref. Learning objectives Suggested teaching activities

Learners watch a video about how to minimise the use of plastic in hotels. They discuss which ideas they like the best
and which ones could be used in their school canteen, their homes, etc. For the video go to:
https://ecobnb.com/blog/2018/12/green-hotel-actions/

Talk about going Introduce vocabulary related to shopping:

shopping and use www.esolcourses.com/uk-english/elementary-course/shopping/shopping-vocabulary.html
a/some with countable www.english-at-home.com/business/shopping-vocabulary/
and uncountable
nouns Give learners two minutes to write the names of different shops. They give the list to their partner who writes down a
product, which can be found in each shop.

Learners listen to and or read a series of dialogues taking place in various shops. For examples go to:
www.eslfast.com/robot/topics/shop/shop.htm and select the dialogues you would like to practise with learners.
Choose dialogues to explore several different situations: talking about preferences, finding out about prices, etc. Give
learners comprehension tasks such as gap-fills, matching sentence halves, true/false, multiple-choice questions.

Revise/introduce countable and uncountable nouns and the use of a (e.g. a pair of jeans, a melon, a car, etc.) or
some (e.g. some soap, some pasta, some socks, etc.). For teaching ideas go to: https://busyteacher.org/18856-how-
to-teach-countable-uncountable-nouns-esl.html

In pairs, learners invent their own dialogues, with one learner playing the role of the salesperson and the other learner
being the customer. Encourage learners to include examples of a/some in their dialogues. (I)

Learners compare the advantages and disadvantages of different shopping facilities such as local markets,
supermarkets, hypermarkets and shopping centres. For a video on this topic go to: https://howtodoielts.com/ielts-
supermarkets/ and scroll down to the listening practice.

Extension activities:
Learners discuss the issue of shopaholics and read about Buy Nothing Day. Learners practise different tenses by
discussing their own shopping experiences. Learners write a short description of their ideal shop, including opinions
and explanations enabling them to use new vocabulary. For lesson plan and related worksheets, go to:
www.teachingenglish.org.uk/article/shopping-nation (I)

37
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners discuss the advantages and disadvantages of shopping online. They then listen to someone giving advice
about shopping online and complete a comprehension exercise. Learners create a poster giving advice to young
people about internet shopping (I).

Measurements Express opinions Show learners a table with clothing and shoe sizes from different countries: www.liveabout.com/clothing-size-
and materials about unsatisfactory conversion-charts-4123441 (if the page doesn’t open, copy and paste the link into your browser). Learners exchange
goods and use the information about sizes and invent dialogues in shops between people of different nationalities, e.g
correct order of http://sfgezone.blogspot.com/2012/01/dialogue-at-clothes-shop.html
adjectives
Introduce/revise vocabulary to refer to materials and patterns of clothes: www.youtube.com/watch?v=xvHE-jwiltU. For
interactive exercises to practise this vocabulary go to:
www.englishexercises.org/makeagame/viewgame.asp?id=8445 (F)

Revise adjectives used to describe clothes and introduce the order they are used in English (e.g. a blue silk shirt, a
striped cotton T-shirt, etc.). For examples and practice, go to:
https://dictionary.cambridge.org/grammar/british-grammar/adjectives-order
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Order_of_adjectives/Adjective_ord
er_ob20910mz

Learners watch a short extract from a film where a customer is complaining. Learners say what the complaint is about
and what happens next. Learners watch the extract again and write down some useful phrases for complaining and
apologising.
Learners do a series of role-plays of complaining in a shop. For a worksheet with role-cards, go to:
www.teachingenglish.org.uk/article/shop-service-role-play

Learners write an email to a shop or an online retailer with a complaint and ask for compensation. Or they write an
online review of a shop or an item they have bought. This provides the opportunity to use a variety of tenses. (I)

Specimen papers

Specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
People and places
AO2 Reading
0472 / 0772 Jun 2023 Specimen Paper 02 Question 6 Adventure Camp

38
Specimen papers

AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 6 The international World (Speaking a foreign language)
AO4 Writing
0472 / 0772 Jun 2023 Specimen Paper 04 Question 2 Where you live

Communications and technology

0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 7 Communication and Technology (The internet and social media)

The built environment

AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 1 Planning a trip to the Zoo
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 2 Planning a trip to the cinema
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 4 Staying in a hotel
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 6 Going to a park
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 7 Going on guided tour
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 4 Travel and transport (Q4 A long journey)

39
Scheme of Work

D: The world of work

Syllabus ref. Learning objectives Suggested teaching activities

Education Describe school and Introduce vocabulary to talk about the classroom. For wordlists and interactive games, go to: www.esolcourses.com/uk-
school routine and english/beginners-course/unit-2/classroom-objects/classroom-objects-vocabulary.html For relevant verbs and
use comparative and expressions go to: https://7esl.com/classroom-verbs-vocabulary/ AND www.eslbuzz.com/classroom-language-for-
superlative forms students-in-english/

Learners match names of school subjects to the correct pictures. They then complete a template of a timetable with
information about their school day and then exchange information in pairs:
https://learnenglishkids.britishcouncil.org/writing-practice/school-timetable

Give learners some examples of opinions of school subjects and ask them to sort them into positive and negative
opinions. Learners add some opinions of their own and then write a short paragraph about the subjects they study at
school, including opinions and justifications. (I)

Give learners an explanation of the school system in the United Kingdom:

www.myenglishpages.com/site_php_files/reading-english-educational-system.php . Learners listen to two people
talking about popular school subjects and identify the correct pie chart: www.youtube.com/watch?v=t3wveiqocAo
Learners complete a series of reading comprehension activities on the school system in the United Kingdom and
compare the system with their own country: www.teachingenglish.org.uk/article/uk-educational-system

Learners watch a video in which a young school boy talks about his school routine:
www.youtube.com/watch?v=yMUJKH1fFF0 .Learners write down the times they hear and what happens at these
times. They work in pairs and compare their school routine with the one from the video.

Introduce/review the comparative and superlative forms, including irregular adjectives (e.g. better/the best, worse/the
worst). For interactive practice, go to: www.english-in-chester.co.uk/e-learning/lesson/superlatives-comparatives/
Learners study the differences between school routines around the world: www.shoezone.com/Blog/back-to-school-
whats-school-like-around-the-world (e.g. class sizes, term times, how long the school day is, etc.). Learners work in
pairs and make true and false sentences using the comparative forms (e.g. In Japan the school day is shorter than in
Brazil. In Kenya, learners are older when they start school than learners in South Korea., French learners have the
longest school day, etc.) Learners read out their sentences and others have to say whether they are true or false.

40
Syllabus ref. Learning objectives Suggested teaching activities

Learners work in pairs and do a role-play about school routines around the world. They ask each other questions about
their school routines, using the information from the website (e.g. Where are you from?, How old were you when you
started school in your country?, How many students are there normally in your class?, etc.).

Learners write an account of their favourite/least favourite school day, including opinions and justifications. Learners
can also describe what their ideal school day would be, using would, with the possibility of presenting these to the class
and having a class vote for the best one. (I)

Extension activity: Learners create a poster/web page/publicity brochure for their school or an imaginary school
describing the buildings, routine, school facilities, etc. (I)

Discuss school rules Give learners a list of school rules. For an example go to: https://allesl.com/your-first-class-abroad-rules-goals-
and use modal verbs discipline/. Learners work in pairs and discuss how fair they think the rules are. They then add one more rule to each
to express obligation category.
and lack of obligation
Introduce/revise modal verbs of obligation (e.g. mustn’t, be allowed to, don’t have to, have to, should, can, etc.). For an
example of how to practice these, go to: www.eslbase.com/activities/modals-of-obligation-country
Learners discuss rules at their school and write them as full sentences using suitable modal verbs (e.g. You can ask
questions. You mustn’t be late. You don’t have to wear a uniform, etc.). Learners work in small groups and make a
poster with their own set of rules for their English class.

Give learners a text in which a young person describes the rules and regulations in their school. This could be in the
form of a gap fill, comprehension questions or note taking on what is and isn’t allowed in the school. Learners compare
the school in the text with their own school and decide which they think is the fairest. (I)

Revise vocabulary for clothes and accessories. Go to: www.gamestolearnenglish.com/clothes-game/

Learners discuss the dress code at their school. They read a text about the obligation of wearing a school uniform in
some countries and complete a comprehension exercise. Go to: www.teachingenglish.org.uk/article/forced-wear-a-skirt
. Learners contribute to a class discussion about the advantages and disadvantages of wearing a school uniform.

Extension activity: Learners contribute to a class group writing exercise summarising what is good about the school
and what improvements they would like to see, with each group focusing on one area of school life (e.g. the canteen,
the uniforms, the school trips, the afterschool activities, etc.). Put suggestions together to produce a group version.
Learners then write their own version independently in the form of a letter to the head teacher. (I)

41
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Discuss studying Introduce/revise the future tense going to and other expressions (e.g. I’m thinking of, I’m planning to, I’m hoping to, etc.)
and exams and use to talk about future plans. Go to: www.english-at-home.com/grammar-future-intentions/
the future tense Learners prepare questions related to studies and future plans (e.g. What are you planning to do next year? How many
going to and other subjects are you thinking of doing for your final exams? What are you hoping to do after you leave this school?, etc.).
expressions to talk Learners interview their peers and report back to the class. (I)
about future plans.
plan a gap year and Learners read texts about various revision techniques: www.englishclub.com/esl-articles/199903.htm.
use phrasal verbs In pairs, learners draw up a list of top revision techniques taken from the texts and explain their choice.
Learners interview each other about their preferred revision techniques and how effective they think they are. (I)

Extension activity:
Learners write a short article about themselves which should mention the exams they will be taking, what they will be
doing to revise, and what their plans are in the near and more distant future in terms of studies and careers. (I)

Give learners a text in which young people discuss taking a gap year. For the text and a comprehension exercise, go
to: https://learnenglishteens.britishcouncil.org/uk-now/read-uk/gap-year . Learners identify phrasal verbs used in the
text (e.g. save up, pick up, head off, work out, etc.) and complete a gap-fill exercise. (F)
Learners work in pairs and do a role-play about somebody asking advice before going on a gap year. Learners prepare
questions they want to ask and find the appropriate answer in the text before doing the role-play. (I)
Learners work in small groups and plan their gap year (e.g. when, where, what activities to do, etc.). Encourage the use
of going to and other future expressions. Each group presents their plans to the rest of the class.

Extension activities:
Learners draw up a list of advantages and disadvantages of taking a gap year. They transform this into an article about
gap years, giving advice to young people who would like to go on a gap year. (I)

Learners make a list of the possible benefits of studying abroad. They watch a video in which young people talk about
their year abroad at university: www.youtube.com/watch?v=tFlmtDgUmGA . They check if any ideas from their list are
mentioned in the video and tick them. They discuss if they would like to study abroad, and why.

Work Discuss jobs and Introduce vocabulary used to refer to different jobs: www.learnenglish.de/vocabulary/jobs.html Learners match jobs
career choices and with places or areas of work and the actions required to perform the job. For interactive activities and worksheets, go to:
use a, the and the www.allthingstopics.com/jobs-and-work.html Learners work in small groups and do a guessing game. Each leaner is
zero article and given a card with a job. Other leaners have to guess the job by asking questions (e.g. Do you work in a team? Do you
different verb forms. work in an office? Do you use a computer a lot?, etc.).
42
Syllabus ref. Learning objectives Suggested teaching activities

Discuss the
advantages and Review the rules of using a(n), the and the zero article (e.g. I work as a teacher at a school near the city centre. I go by
disadvantages of bus, but sometimes I take the train to work.). Do a dictogloss to practise the use of different articles. For an explanation
different jobs and of dictogloss, go to: www.teachingenglish.org.uk/article/dictogloss. For more practice, go to: www.english-
use a range of grammar.at/online_exercises/articles/article-index.htm
tenses Learners work in pairs and tell each other about their parents’ jobs or write a short description. (I)

Introduce different verb forms; a range of verbs/phrases that are often followed by gerunds, infinitives or bare infinitives
(e.g. want to do, think about doing, enjoy doing, should do, etc.). For worksheets and interactive activities, go to:
https://agendaweb.org/verbs/infinitive_gerund-exercises.html
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Gerund_or_Infinitive

In pairs, learners discuss their future plans, what sort of job they hope to have and what sort of job they would not like
to have and why. Learners then interview each other about their skills and qualities. Go to:
www.myworldofwork.co.uk/activity/skills-and-qualities and download the Skills and Qualities worksheet. Based on their
answers, learners suggest the best jobs for each other and explain their choice (e.g. you enjoy being outdoors a lot so
you should work as a gardener or a park ranger, you’d better become a teacher because you hate doing the same thing
every day, etc.).

Learners read a text about working as a hairdresser and what the advantages and disadvantages of this job are. They
complete comprehension exercises and discuss the pros and cons of other jobs. This is a good opportunity to review
different tenses (e.g. past simple, present continuous, future going to, etc.).
https://esol.britishcouncil.org/content/teachers/lessons-and-activities/lesson-plans/talking-about-jobs
Learners write a paragraph about the career path that interests them, the qualities required, what is important in a job, a
job they would particularly like to do or not like to do and why and the best and worst things about that job. (I)

Extension activity: Learners listen to the song Nine to five by Dolly Parton:
www.youtube.com/watch?v=xQv3Lk1HESI. For ideas on how to use songs in the classroom, go to:
www.etimalta.com/how-to-use-songs-in-a-language-class/
Learners work in pairs and discuss what the main message of the song is and whether this is still the case nowadays.
They then discuss what they think the workplace of the future will be like and what jobs may no longer exist in 10 years’
time, and why.

Discuss part-time Introduce the idea of part-time/summer jobs and ask learners whether they have ever had a job like this. Learners
jobs, work share their experiences and say whether they liked the job or not, and why.
43
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

experience and
pocket money. Use Introduce/review the first conditional If I…, I’ll/can/might… . For more practice, go to:
the first conditional If https://agendaweb.org/verbs/conditional-first-exercises.html
you…, you’ll… and
other time clauses Learners read a text about different part-time jobs suitable for young people. They find the different jobs in the text and
with conjunctions as underline the advantages and disadvantages of each job:
soon as, when, www.letshavefunwithenglish.com/projects/teen_jobs/resources/jobs_pros_and_cons.pdf . Learners discuss whether
before. they would like to do these part-time jobs, and why. Encourage the use the first conditional structure (e.g. If I help my
neighbour to cut the grass in his garden, I might earn a bit of money. If I work as a babysitter, I won’t have enough time
to do my homework., etc.). (I)

Learners write an article for a school magazine about a part-time or summer job they have had / would like to have.
They describe the job responsibilities, what they have/may learn from doing the job and how this experience may help
them in the future. (I)

Introduce time clauses with different conjunctions (e.g. when, as soon as, before, etc.). For online worksheets, go to:
www.eslprintables.com/Grammar_worksheets/Clauses/Time_clauses/
Learners a watch a short video clip about what to do on the first day at work: www.youtube.com/watch?v=3DgaIAZziLE.
Learners discuss how important the tips are, and why. Learners work in pairs and prepare a running commentary for
the short video clip using time clauses with a range of conjunctions (e.g. Before you go to bed, check your alarm clock.
When you meet someone new, don’t forget to smile. As soon as you don’t understand something, don’t be afraid to ask
questions, etc.). Play the video clip again and invite learners to give their running commentary simultaneously. Learners
then discuss what happened on their first day at school.

Extension activity: Learners watch a video clip about teenagers getting part-jobs in the USA:
www.youtube.com/watch?v=ftAS6Krw_lw. They compare the situation with their own country. Learners work in pairs
and answer some of the job advertisements from the video clip. (I)

Introduce the idea of pocket money. Learners watch young people being interviewed about pocket money:
www.youtube.com/watch?v=IJh3cJicgdM . Learners watch the interviews and answer a series of questions:
• How often do the people get their pocket money?
• How much pocket money do they get?
• What do they buy with their pocket money?

44
Syllabus ref. Learning objectives Suggested teaching activities

Learners read a text about young people and pocket money and complete a series of comprehension activities:
https://learnenglishteens.britishcouncil.org/uk-now/read-uk/money. They work in pairs and say whether they get pocket
money themselves and what they do with it. They then read the comments on the discussion forum posted by learners
from other countries and say which answer is the closest to their situation/which opinion they most agree with.
Please note that some of these comments may contain grammatical errors as they are genuine answers left by
learners. These answers can be used for an error correction practice. (F)

Discuss personal Introduce adjectives used to describe people’s personality. Dictate a list of adjectives to learners. Learners work in pairs
qualities, apply for and sort the adjectives into two columns; adjectives with positive and negative meanings. For a list of adjectives and
jobs/courses, and worksheets, go to: www.esolcourses.com/content/exercises/grammar/adjectives/personality/describing-personality-
use a range of worksheets.html
adjectives with and
without dependent Revise job related vocabulary. Learners watch young people talking about their jobs and responsibilities:
prepositions www.youtube.com/watch?v=H3GnKJa7us8. Learners write down the jobs and one of the responsibilities mentioned.
They then discuss what personal qualities are required for each job. (I)

Give learners different job advertisements including details of the type of job, main tasks, salary and main requirements.
They complete a series of comprehension exercises:
https://learnenglishteens.britishcouncil.org/skills/reading/intermediate-b1-reading/job-adverts
Other comprehension exercises can include matching candidates to the appropriate job, identifying key vocabulary,
true/false statements, sentence completion, etc. (I)
Learners classify the advertisements by order of preference, deciding which of the jobs they would most like to apply for
and which they would least like to apply for, giving reasons for their choice. (I)

Introduce adjectives with dependent prepositions (e.g. good at, interested in, keen on, grateful to/for, similar to, etc.).
Learners can practise this vocabulary with games such as bingo and pelmanism. For a worksheet, go to: www.teach-
this.com/images/resources/adjectives-and-prepositions.pdf

Introduce the idea of an application form. Learners read a personal statement on an application form and complete a
series of comprehension exercises: https://esol.britishcouncil.org/content/teachers/lessons-and-activities/lesson-
plans/writing-personal-information-job-application.
Give learners grids with invented personal information facts. Learners write personal statements using the information
given, including their previous experience, current interests and personal qualities. (I)

Extension activities:
45
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

As an alternative writing task, learners can work in pairs, each writing an advertisement for a job and then writing an
application letter for the advertisement their partner has written. For an example of an application letter, go to:
www.eslprintables.com/vocabulary_worksheets/jobs_occupations_professions/applying_for_a_job/APPLYING_FOR_A
_JOB_EASY_COVER_705849/ (I)

Give learners headings from a CV on separate strips of paper (e.g. Qualifications, Personal details, etc.). Learners work
in pairs and put the headings in the order they would appear on a CV. They discuss what information they would
include under each heading. Give learners an example of a CV. Learners compare their order with the example.
Discuss the answers with the whole class. Tell learners the sections may vary slightly in different countries. Learners
write their own CV. For an example CV and lesson ideas, go to: https://esol.britishcouncil.org/content/teachers/lessons-
and-activities/lesson-plans/writing-cv

Take part in an Revise question forms in different tenses. Learners watch the first part of an interview between a teacher and two
interview, discuss students: www.youtube.com/watch?v=927PIKgZy-w.
voluntary work and Give learners a grid with incomplete questions from the video clip (e.g. What/your name?, Where/come from?,
use a range of What/study?, etc.). Leaners write the questions in full, listen to the interview and check their questions.
question forms in
different tenses. Extension activity: Learners discuss what skills and qualities are needed for someone working in an office. They read
the job description to compare their ideas and select relevant vocabulary. In pairs, they do a series of role-plays based
around job interviews.
For the worksheet and lesson plan, go to: https://esol.britishcouncil.org/content/teachers/lessons-and-activities/lesson-
plans/describing-your-skills-interview

Introduce the concept of voluntary work by displaying pictures of people doing various voluntary projects (e.g a beach
clean-up, planting trees, etc.). Learners do a class survey about volunteering work and select their top five favourite
volunteering jobs and explain their choice. For a worksheet, go to: www.teachingenglish.org.uk/article/volunteering

Learners watch a video about two young people; Maya and Ahmed, and how they started volunteering:
www.youtube.com/watch?v=nj9LNjB5i4Q. Learners complete a series of comprehension exercises (e.g. true/false
statements, matching opinion statements to the correct speaker, putting events in the correct chronological order, etc.).
Learners work in pairs and prepare a set of questions to interview either Ahmed or Maya (e.g. How/Why did you start
volunteering?, What exactly do you do?, What are the benefits of volunteering for you?, etc.).Then one of the learners
is the interviewer and the other is Ahmed or Maya. Learners do a role-pay interview.

46
Syllabus ref. Learning objectives Suggested teaching activities

Extension activity: Learners work in small groups and discuss what voluntary project they would like to be involved in
in their local area. For ideas on possible projects, learners can watch this video clip about full-time volunteering:
https://volunteeringmatters.org.uk/what-we-do/full-time-volunteering/
They then design a poster for their voluntary project to encourage more young people to join them.

Specimen papers

Specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Education
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 5 Education and training
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 6 The international world (Q5 Learning a foreign language)

Work
AO1 Listening
0472 / 0772 Jun 2023 Specimen Paper 01 Questions 29–34 A job at a summer camp
AO2 Reading
0472 / 0772 Jun 2023 Specimen Paper 02 Question 4 Working in a shop
AO4 Writing
0472 / 0772 Jun 2023 Specimen Paper 04 Question 3(b) A holiday job

47
Scheme of Work

E: The international world

Syllabus ref. Learning objectives Suggested teaching activities

Countries, Discuss tourism and Review vocabulary related to tourism by creating a class mind map. Put the word Tourism on the board and ask
nationalities and talk about travel learners to suggest related vocabulary under different headings, e.g. accommodation, transport, activities, people.
languages experiences. Use
the second Learners work in small groups and give and justify opinions about travelling and holidays. For a list of questions, go to:
conditional for www.eslconversationquestions.com/travel/
hypothetical ideas,
the past simple and Introduce the second conditional structure by modelling questions and answers, e.g.
present perfect
simple tenses. If you could go anywhere in the world, …
… where would you go ?
If you won a lot of money, …
… how and who with?
If you had a lot of free time,…

If I won a lot of money, I’d probably travel through South America.

Highlight the verb forms used. Learners then answer the questions themselves to practise the structure. For more
practice, go to:
https://downloads.bbc.co.uk/worldservice/learningenglish/grammarchallenge/pdfs/gc_38_2nd_conditional_quizzes.pdf

Learners read a series of texts about different types of holidays and complete comprehension and vocabulary
exercises: https://learnenglishteens.britishcouncil.org/uk-now/read-uk/holidays. Learners work in small groups and
discuss which type of holidays they would most/least prefer, and why. Encourage the use of the second conditional
structure (e.g. If I had to go camping, I’d be very bored, If I could go on a language exchange holiday, I’d be really
excited., etc.).

Extension activity: Learners listen to/read about different people talking about different types of holidays. They note
the advantages and disadvantages of each type of holiday. (I)

48
Syllabus ref. Learning objectives Suggested teaching activities

Learners watch a short video clip about someone talking about their last holidays. Learners write down the past verb
forms as they watch. Play the video clip again, but without the sound. Pause the video frequently and ask learners to
make sentences about the section they have just seen. Encourage the use of the past simple tense. Ask learners to
add more details to their sentences and make them more complex (e.g. I flew to Rome. My husband and I flew to
Rome. My husband and I flew to Rome with British Airways. etc.) For the video clip, go to:
www.youtube.com/watch?v=PPqhRL-uINc

Learners do a guided speaking/writing activity. Ask a series of questions related to talking about past/the best/the worst
holidays/a trip, e.g.
• Where did you go?
• Who did you go with?
• How long did you stay?
• How did you feel at the start of your holiday?
• What happened later? Etc.

Learners write short answers only (e.g. to the capital city, my class, two days, excited, lost my wallet, etc.). Learners
work in pairs. They tell each other about their holiday/trip using the short answers as their notes. They then write down
a short account of what happened on their holiday/trip. (I)

Extension activity: Learners interview one another about a recent holiday experience either with questions provided
by the teacher or with their own. Questions should include what was good and what was bad about the holiday.

Extension activity: Learners work in pairs. Give one learner a series of pictures such as weather symbols, means of
transport, places in a town, etc. The other learner must ask questions to find out the details of the holiday. The learners
can then write a description of the trip (I). Give them instructions depending on the tense you want to work on: an
account in the past with opinions, a discussion of a future holiday with a friend, a recommendation to a customer in a
tourist office.

Learners identify different English-speaking countries on a map of the world. For an interactive map of the world, go to:
www.amcharts.com/visited_countries/

Give learners texts about different countries in the English-speaking world including information on geography, climate,
people and traditions. They work in small groups and prepare a multiple-choice quiz about the country. (I)
They present the quiz to the other groups. The group with the most points wins.

49
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Extension activities:
Learners choose an English-speaking country and do some research about life in that country. Give learners questions
to guide them in their research. Learners can present their findings in a written report or as a presentation to the class.
The class could then vote on the country they would most like to visit. (I)

Present the present perfect simple used to talk about experiences. Use a selection of pictures of different countries,
cities and places of interest. Contrast the present perfect with the past simple (e.g. Have you ever been to…, When did
you go there? What did you do there?, etc.). Highlight the time expressions often used with these two tenses (e.g.
never, three times, yesterday, last July, in 2019, etc.). Learners interview each other about their experiences. For a
worksheet, go to: www.teach-this.com/images/resources/find-someone-who-have-you-ever.pdf
For more practice and activities, go to: www.perfect-english-grammar.com/past-simple-present-perfect-4.html AND
https://tefltastic.wordpress.com/worksheets/grammar/present-perfect/pres-perf-past-simp/ (F)

Discuss global Introduce key vocabulary by writing some of the main global problems on the board (e.g. extreme weather, poverty,
problems and use etc.). Learners work in small groups. Give each group a set of cards with words related to the global problems from the
too and not enough. board (e.g. strong winds, flooding, draught, etc.). Learners classify the vocabulary cards. Each group then makes a
vocabulary poster for one of the topics.

Learners discuss the problems in small groups. They use the vocabulary from the posters to say what they know about
the global problems from other lessons, from watching the news, etc. They then discuss and order the global problems
from the most serious to less serious, in their opinion. This would be a good opportunity to review the comparative and
superlative adjective forms.

Extension activity: Learners select three most serious global problems and think of possible solutions. This could lead
to a class survey in which learners vote on which are the most destructive problems and what solutions could, and
should, be offered. This would be a good opportunity to review the first conditional structure.

Introduce too/not enough used with adjectives and nouns. Show learners pictures of problems with a classroom, the
town centre, etc. Elicit sentences using too and not enough (e.g. there are too many desks in our classroom, the
classroom isn’t big enough, the classroom gets too hot sometimes, there aren’t enough outside bins for all the rubbish,
etc.). Highlight the word order for each structure. For more practice and worksheets, go to:
www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Too_or_enough (F)

50
Syllabus ref. Learning objectives Suggested teaching activities

Give learners a selection of different charts and diagrams showing data and statistics on global problems. Learners
work in pairs and discuss the information presented in the charts and diagrams. Encourage the use of too and not
enough.

Give learners the logos of some international humanitarian and charity organisations (e.g. the Red Cross/the Red
Crescent, Unicef, etc.). Learners work in small groups and research one of the organisations and fill in a fact file with
information (e.g. when they were founded, why, who they help/what they do, where their headquarters are, some
famous people who have worked for them, etc.). Learners prepare a short presentation using their grid and deliver it to
the class. Learners then discuss which organisations they would like be involved with, and why.

Discuss protecting Introduce vocabulary to talk about the environment and what people should and shouldn’t do to protect it. For
the world worksheets and activities, go to:
environment and use www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Environment/Help_the_earth!_uu522
expressions of future 626uh
probability and a Introduce may/might, will/won’t and adverbs used to talk about future probability (e.g. I might, I probably won’t, I’ll
range of definitely, etc.). For more practice, go to: www.examenglish.com/grammar/b1_may_might.htm (F)
conjunctions Learners read about how to be eco-friendly as a student. For text, go to: www.webuybooks.co.uk/latest-news-helpful-
guides/how-to-protect-the-environment-as-a-student/. Learners work in small groups. They choose the top five
suggestions from the list and discuss how easy/difficult these activities would be for them to do.

Give learners a grid. Learners write down ten eco-friendly activities on their grid. They do a class survey to find out what
activities their classmates do and how often. Learners write a short report about how eco-friendly their classmates are.
They include what eco-friendly activities they already do and recommend what other activities they should do in the
future, and why. (I)

Review the use of some basic conjunctions (e.g. so, but, and, because, etc.). For more practice, go to:
www.englishwsheets.com/conjunctions.html (F)

Learners work in small groups and complete a diagram with environmental issues and possible consequences:
https://eslflow.com/wp-content/uploads/2017/10/Brainstorming_Environmental_Issues.pdf .
Learners make sentences using the ideas from the diagram. Encourage the use of a range of conjunctions (e.g. There’s
very bad sea pollution because people use too much plastic. Plastic pollution is very bad for sea animals and it also
pollutes beaches. Plastic pollution is getting worse so we need to reduce the amount of plastic we use every day. etc.).

Extension activities:
51
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners read a series of texts about some environmental problems and complete a comprehension exercise
www.teachingenglish.org.uk/sites/teacheng/files/Environmental%20Problems%20student%20worksheet.pdf (I)

Learners write a short article for the school magazine about one environmental issue that affects their country and what
needs to be done to improve the situation. (I)

Learners plan an environmental awareness week for their school. For ideas, go to:
https://kids.nationalgeographic.com/explore/nature/mission-animal-rescue/raise-awareness/
They decide on: what issue they want to raise, what activities they are going to do and where, who they want to invite,
etc. They then design a poster to encourage other learners to take part. Learners vote on the most interesting/exciting
proposal and poster. (I)

Learners write an email to a friend about an environmental awareness week at their school. This could either be about
what they’re going to do or what happened, using a range of appropriate tenses and expressions. (I)

Discuss endangered Explain the phrase endangered animals and introduce related vocabulary. This can be done by labelling pictures. For
animals from around an example, go to: https://eslflow.com/wp-content/uploads/2017/11/Endangered_Species.pdf. To practise the
the world vocabulary, learners play a guessing game. One learner gives key facts about/a short description of an animal (e.g.
This animal lives in China and eats a lot of bamboo.), others guess what animal it is.

Learners work in small groups. Each group gets a short text about one endangered animal with some facts about the
animal and the dangers they face. For example texts to be adapted, go to: https://kids.nationalgeographic.com/animals/
AND https://ypte.org.uk/factsheets/endangered-animals-of-the-world/endangered-animals#section. Learners extract
key information and fill in a fact file. They use the fact file to give a presentation to the rest of the class. Learners
discuss which animals need protecting the most.

Extension activities:
Learners prepare a quiz for the whole class about endangered animals. (I)

Learners read a text about the conservationist Jane Goodall: www.natgeokids.com/uk/discover/animals/general-

animals/jane-goodall-interview/
They work in pairs and prepare an interview with Jane Goodall. They write down some questions and find the answers
in the text. They act out the interview. This is a good opportunity to review a range of language structures (e.g. question
forms, tenses and prepositions of place and time).

52
Syllabus ref. Learning objectives Suggested teaching activities

Culture, Discuss celebrations Give learners a list or pictures of celebrations from different cultures, e.g. Diwali, Bar and bat mitzvah, Chinese New
customs, faith and traditions and Year, Eid, Christmas, etc.). Learners match the pictures of the celebrations to their names and short descriptions.
and celebrations use the passive
voice it is/was done. Provide learners with questions so they can interview each other in pairs or small groups about their favourite festival.
Talk about future Learners write an article about their favourite festival, including a description of that festival, why they like it and what
intensions and they have done in the past to celebrate it. (I)
schedules and use
going to and present Give learners true and false statements about New Year traditions from around the world (e.g In some South American
tenses with future countries people carry empty suitcases on New Year’s Eve.). Learners work in pairs and discuss whether they think the
meaning statements are true or false, and why. They then read the text to find whether they were right and what each tradition
means. For examples of New Year’s traditions, go to: www.bbc.co.uk/newsround/38341760
Introduce the passive voice in the present and past simple tense. For worksheets and more practice, go to:
https://agendaweb.org/verbs/passive-worksheets-lessons. Explain the different degree of formality when people use the
passive voice. Learners work in pairs and tell each other how they celebrate a special occasion or how they celebrated
these occasions (e.g. their birthday, New Year, a weeding, etc.). Their partner listens and transforms their sentences
into the passive voice (e.g. My mum makes a cake. A cake is made by your mum. Last year mum didn’t make my
birthday, but my grandma did. Last year your birthday cake wasn’t made by your mum, but by your grandma.).

Extension activity: Learners watch a video about Chinese New Year celebrations and take notes. They then prepare a
running commentary using the passive voice. Play the video again but mute the sound. Learners provide a running
commentary with their passive voice sentences.

Give short descriptions of unusual festivals from around the world. Learners match the descriptions to the countries in
which they take place. Learners read the descriptions and fill in a grid with the necessary information. (I)
For an example of a grid, see the extension activities below. Learners also complete a series of comprehension
exercises. For descriptions of unusual British festivals and customs go to:
https://learnenglishteens.britishcouncil.org/skills/listening/upper-intermediate-b2-listening/unusual-british-festivals

Learners classify the festivals in order of preference, justifying their answer. This can be used for a class survey. (I)

Give learners a list of sentences containing going to , present simple and present continuous with future meaning. For
an example list of sentences, go to: https://englishstudypage.com/grammar/present-tenses-with-future-meaning/.
Learners work in pairs and put the sentences into three categories. To practise the present tenses with future meaning,
go to: www.englishexercises.org/makeagame/viewgame.asp?id=7688

53
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Cut up a dialogue of someone inviting somebody to do something and accepting/refusing an invitation (e.g. to go to a
celebration). For example dialogues, go to: www.learning-english-online.net/speaking/exercises/inviting-someone/ AND
https://englishpost.org/make-accept-decline-invitations/
Learners work in pairs and put the lines in the correct order. They practise reading out the dialogue. Give each learner
a card with a special occasion (e.g. a wedding, a birthday party, an end of term party, etc.). Learners perform a role-
play with others trying to invite as many classmates as possible. The learner with the most accepted invitations wins.
Encourage the use of the present tenses with future meaning and going to.

Extension activities:
Learners write an account of a festival or custom they have witnessed. They describe what happened and what their
reactions to it were. (I)

Learners research a festival, special occasion or custom of their choice. They then present their findings to the class.
Give guidance and provide learners with a grid asking for certain information. (I) E.g.
What is the Where is it When is it What do people What do people Give five extra
name ? celebrated? celebrated? wear ? eat ? details about
What is it ? this celetration

•
•
•
•
•

Specimen papers

Specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Countries, nationalities and languages
AO1 Listening
0472 / 0772 Jun 2023 Specimen Paper 01 Questions 1–8 At the airport

54
Specimen papers

0472 / 0772 Jun 2023 Specimen Paper 01 Questions 20-24 Interviews about transport and travelling
AO2 Reading
0472 / 0772 Jun 2023 Specimen Paper 02 Question 5 Holiday advertisements
AO3 Speaking
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 7 Going a guided tour
0472 / 0772 Jun 2023 Specimen Paper 03 Role Play Card 9 On a train to Manchester
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 4 Travel and transport (Q4 A long journey)
0472 / 0772 Jun 2023 Specimen Paper 03 Conversation Topic Card 6 The international world (Speaking a foreign language)

55
`

Cambridge Assessment International Education

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