Scheme of Work Form 3 - English

UNIT 1
SCHEME OF WORK TEXTBOOK BASED LESSON UNIT 1: WEEK: ___________

Lesson: 1 (Reading 1) Main Skill(s): Reading Theme: PEOPLE AND CULTURE
Topic: Family Ties Language / Grammar Focus: Cross Curricular Element
Family-related vocabulary, including Values
collocations and expressions
CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

STANDARD STANDARD REFERENCES STRATEGIES
PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to ask students to look at the phrase, ‘Family Ties’ and to share Teacher to employ,
what they understand.
Tr. to get students to share synonyms or similar words with the word,
Close-Up Student’s differentiation by:
Reading 3.1 Reading 3.1.1 ‘ties’ Book, pg.5-7 Instruction &
- Relationship, bonds, connections.
Understand a Understand the main Tr. to get students to share about a good relationship and bad Feedback
variety of texts by points in longer texts relationship that they have experienced.
Tr. to get students to talk about the picture and caption and share if
Close-Up Teacher’s
using a range of on an increased the caption and picture is a good match. Book, pg.8-9 Tr. to get students to
appropriate reading range of familiar LESSON PROPER
share their answers
Tr. to direct students’ attention to the picture on the right.
strategies to topics Students to look at the picture and make a guess if the people in the with a partner before
construct meaning picture are related.
- If yes, reason / If no, reason sharing the answers
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to read the instruction on pg. 6 of the Student’s
with the class.
Book, Qn. A.
Speaking 2.1 Speaking 2.1.3 Students to come up with as many words as they can that can be
used for family members in one minute. Students to compare their
Communicate Describe future plans answers with their partner.
information, ideas, and ambitions Tr. to call on students to write the words on the white board.
Tr. to correct students spelling and punctuation and get the rest of the
opinions and students to write down the words that they do not have on their list.
Tr. to direct students to read the instructions and check if they have
feelings intelligibly understood what they are expected to do for Qn. B.
on familiar topics Students to complete the exercise and check their answers with a
partner.
Tr. to have a class discussion for Qn. B.
Tr. to get students to read the instructions for Qn. C, do the exercise
and check the answers with a partner.
Tr. to go through the answer with the class.
POST-LESSON
Tr. to get students to do a reflection on the new words that they have
learnt during today’s lesson and stick it onto the White board.
Tr. to share some of the new words learnt.
SCHEME OF WORK FORM 3 PAGE 1

Lesson: 2 (Reading 2) Main Skill(s): Reading Theme: PEOPLE AND CULTURE
Family-related vocabulary, including Values
collocations and expressions

MAIN SKILL(s) MAIN SKILL(s) PRE-LESSON Teacher to employ,
Tr. to share a story with students about families.
Tr. to elicit responses about the story. Close-Up Student’s differentiation by:
Reading 3.1 Reading 3.1.2 - What can we learn from the story? Book, pg.5-7 Outcome
Understand a Understand specific - What do you think about the characters?
Tr. to write down students’ responses on the white
variety of texts by details and board. Close-Up Teacher’s
Add on
using a range of information in longer Book, pg.9
LESSON PROPER Tr. to assigned Fast
appropriate reading texts on an increased
Tr. to get students to read the instructions on pg. 7 of Finishers, ‘Ideas
strategies to range of familiar their Student’s Book, Activity. D. Focus’ on pg. 7 for
construct meaning topics Tr. to explain to the students the importance of
underlining the answer for the questions. them to complete as a
Students to read the words and sentences with the writing task.
proper pronunciation and intonation.
Students to complete the Exam Task independently.
Students to check their answers with a partner. Alternatively, Tr. can
COMP. SKILL(s) COMP. SKILL(s)
Tr. to check the answer with the class. get the Fast Finishers
Reading 3.1 Reading 3.1.3 Guess Tr. to explain Activity F to the students. to do their family tree.
Understand a the meaning of Tr. to share the share the importance of using /
variety of texts by unfamiliar words from guessing the meaning of a word or phrase in context
because in different situations, the meaning of the
using a range of clues provided by same word might change.
appropriate reading other words and by Students to put to practice and complete Activity F,
strategies to context on an independently.
Tr. to share the answers and student to check their
construct meaning increased range of answers.
familiar topics
POST-LESSON
Tr. to get students to read the exam tips.
Students to share at least 2 exam tips that they have
learnt.

Lesson: 3 (Language Main Skill(s): Language Awareness Theme: PEOPLE AND CULTURE
Awareness 1)
Present simple, present continuous and Values
stative verbs.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to review the use of Present simple and present continuous. Teacher to employ,
Tr. to write the following sentences on the white board.
-Grandpa always sits near the window. (sits; Present Simple; This
Close-Up Student’s differentiation by:
This is a grammar- This is a grammar- sentence talks about a habit.) Grandpa is sitting near the window. Book, pg.9 Time
(is sitting; Present Continuous; This sentence talks about something
focused lesson so focused lesson so that is happening now.)
listening, speaking, listening, speaking, Tr. to ask students what the verbs are, tenses used and the
difference in its meaning.
Close-Up Teacher’s LA students to be
reading and writing reading and writing Tr. to revise the affirmative, negative, question forms and short Book, pg.10-11 given more time to
answers of these two tenses with the class.
skills are not skills are not explicitly complete the task.
LESSON PROPER
explicitly covered. covered. Tr. to get students to turn to pg. 9 of their Student’s Book.
Tr. to explain to students on what to do for Activity A & B. Task
Students to complete them in pairs or individually.
Tr. to go through the answers.
Tr. to explain the use of stative verbs.
Fast finishers are
- stative verbs are verbs that are only used in the present given more task to
simple and provide examples (e.g. ‘Peter hates his new school’ not
‘Peter is hating his new school’). complete once they
Tr. to do with the class Activity C & D.
Students to provide responses to the questions in Activity C & D. have finished the
Tr. then explains to students Activity E to F.
Tr. to get less proficient students to read the instructions.
exercise.
Tr. to get the students to complete the task in pairs/ individually. They are to do
Tr. to go through the answers with the students.
exercises on pg. 13 of
POST-LESSON
Tr. to ask students to write two sentences using the vocabulary
the Student’s
introduced in the unit. Workbook.
Students to write one sentence using stative verb and the other using
action verb.
Tr. to walk around and look at students’ sentences and correct the
sentences if necessary.
Tr. to remind pupils that they can find more information about today’s
lesson in the Grammar Focus section at the end of the Student’s
Book (p.162).

Lesson: 4 (Listening 1) Main Skill(s): Listening Theme: PEOPLE AND CULTURE
Family-related vocabulary Values

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to look at the picture in Activity A, pg. 10 of their Student’s Book. Teacher to employ,
Tr. to get students to answer the following questions using, how, where for
discussion.
Close-Up differentiation by:
Listening 1.1 Listening 1.1.1 Eg. When do you do your homework? Student’s Book, Learning Preference
Who do you go cycling with?
Understand Understand How do you spend your free time? pg.10 & Needs
meaning in a variety independently the Tr. to get students to work in pairs and share their answers with the class after that.
Tr. records students’ responses and correct them if necessary. During the speaking
of familiar contexts main ideas in Close-Up activity, less proficient
LESSON PROPER
simple longer texts Tr. to get students to turn to pg. 10 of their Student’s Book. Teacher’s Book, students to be paired
Tr. to direct students’ attention to the ‘wh and how’ questions used during the pre-
on an increased lesson activity. pg.11-12 up with more proficient
range of familiar Tr. to get students to review which ‘wh and how’ questions should be used for which
picture. students as a support.
topics Tr. to ensure that students use the appropriate vocabulary like violin, supermarket Student’s Book Instruction &
and etc.
Students to complete the task individually, but check the answer as a class. Audio CD Feedback
Tr. to direct students’ attention to Activity C.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get the students to read the instructions and ensure that they understood what Tr. to read the listening
is required of them.
Speaking 2.3 Use Speaking 2.3.1 Tr. to highlight that the conversation that they hear will follow the order of the script instead of
appropriate Keep interaction questions and not the pictures.
Tr. to do the following
playing the audio CD.
communication going in longer ✓Play track 2 on the Close-Up Class Audio CD of the recording once all the way This is to help the less
through and ask students to write their answers. Then ask students to discuss their
strategies exchanges by answers with a partner and to clarify any answers that are different. proficient students to
asking a speaker ✓Play the recording again and ask students to check their answers and to write any hear a familiar voice.
missing answers.
to slow down, ✓ Check the answers as a class and ask students to justify their answers.
speak up or to POST-LESSON
repeat what they Tr. to review students learning to write: -
3 things that they have learnt
have said 2 things that they already knew
1 opinion that they now have

Lesson: 5 (Listening 2) Main Skill(s): Listening Theme: PEOPLE AND CULTURE
Family-related vocabulary Values

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to play a quiz on family created words. Teacher to employ,
Students who get the correct answer is awarded 1 point.
Tr. to provide scaffolding to help the less proficient students with the answers by
Listening 1.1 Listening 1.1.2 providing them with more clues. Student’s Book, Type & Amount of
Understand Understand LESSON PROPER pg.10 Support
meaning in a variety independently Tr. to get students to turn to pg. 10 of their Student’s Book.
Tr. to direct students’ attention to Activity D. Less proficient
of familiar contexts specific Students to read the ‘Exam Close-up’ and identify the difference. (questions) Close-Up students are given
Tr. to highlight to students, pertinent points to take note of while doing the listening
information and activity. Teacher’s Book, sentence starters or
- they will only hear the question on the recording
details in longer - a question is heard after every conversation pg.12 model sentence based
texts on an - importance of reading and understand the questions & options before
answering the questions on the ‘Exam Close up
increased range of Tr. to give students time to read the questions & options for Activity D. Student’s Book to help them with
✓Play track 3 on the Close-Up Class Audio CD and play the audio for the first
familiar topics question and then ask students to write their answer down before playing it again to
Audio CD coming up with a
check the answer with the class. Ask students to share their reasons for choosing the
COMP. SKILL(s) COMP. SKILL(s) correct answer before playing the rest of the recording. response.
✓ Play the recording once all the way through, pausing if necessary, and ask
Writing 4.1 Writing 4.1.1 students to mark their answers. Then ask students to discuss their answers with a
Communicate Explain simple partner and to justify any answers they have that are different.
intelligibly through content from what Tr. to check the answers as a class and ask students to share reasons for their
answers.
print and digital they have read or
media on familiar heard POST-LESSON
Tr. to get students to do Reflective Beach ball.
topics Tr. to write the following questions on the board.
- What was interesting about today’s lesson?
- What is one thing that you learn today?
Tr. to throw the ball to a student, when the student catches it, he/she is supposed to
read the question and share his / her answer. Then throw the ball to the next person
and repeat the process.

Lesson: 6 (Speaking 1) Main Skill(s): Speaking Theme: PEOPLE AND CULTURE
Words and expressions for showing emotions Values
/ Prepositions of position

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to play with the students, the Circle game. Teacher to employ,
Tr. to get students to sit down in a circle and the Tr. to stand in the middle of the circle
Tr. to shout out, student who has an older / younger brother.
Speaking 2.1 Speaking 2.1.5 Student/s with an older / younger brother to change places. The person who does not Student’s Book, Type & Amount of
have a place to sit, has to stand in the middle of the circle.
Communicate Express and Examples of questions related to family. pg.11 Support
information, ideas, respond to -
-
Who has a pet at home?
Who visited their grandparents, last weekend? Tr. to get the Fast
opinions and common feelings - Who helped his/ her siblings with their homework? Close-Up finishers to reinforce
feelings intelligibly such as LESSON PROPER: Teacher’s Book, the meaning of the
Tr. to get students to turn to pg. 11 of their Student’s Book.
on familiar topics happiness, Tr. to direct students’ attention to Activity A of the Speaking activity. pg.12 words for Activity B.
sadness, surprise Students to read the questions. They are to work in pairs and take turns to answer
the two questions.
and interest Tr. to walk around the class & monitor students’ responses and take note of errors
made during the activity.
Tr. to get students to share their responses to the questions.
Tr. to highlight structural mistakes that students made during his/her rounds without
COMP. SKILL(s) COMP. SKILL(s) naming the student/s who made the mistakes.
Students to try to correct the mistake/s made by their peers.
Writing 4.2 Writing 4.2.2 Spell
Communicate with written work with Tr. to direct students to Activity B of their TB.
Tr. to get students to read and explain if the students do not understand the task.
appropriate moderate accuracy Tr. to get students to complete Activity B individually.
Tr. to monitor students work and take note of the common errors made by students
language, form and while doing the task.
Students to check their answers with their partner.
style Tr. to share the answer with the class.
Tr. to share the common mistakes by the students and correct them.
POST-LESSON
Tr. to get students to do Use this Today I Learned To (TILT) as a whole class or
individually to allow students to reflect on what they learned that day.
Display the poster in the classroom and refer to it before the next lesson.

Lesson: 7 (Speaking 2) Main Skill(s): Speaking Theme: PEOPLE AND CULTURE
Language of description, including Values
prepositions of position and adjectives;
language for formal register

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to go through with the students the TILT that they did during the previous lesson. Teacher to employ,
Tr. to get students to read some of the points mentioned in the TILT activity.
Tr. to clarify and address issues that students have based on what was/were shared.
Speaking 2.2 Use Speaking 2.2.1 Tr. to provide post-it to the students for them to write down any questions that they Student’s Book, Outcome
have during the lesson.
register Use formal and pg.11
appropriately informal registers LESSON PROPER
appropriately in Tr. to direct students’ attention to Activity C. Close-Up Tr. to get the less
Students to read the instructions for Activity C.
some familiar Students to complete the task individually. Teacher’s Book, proficient students to
Tr. to get students to share their responses.
contexts pg.12 - 13 complete only 4
Tr. to explain Activity D.
Students to read Exam Close-up. questions in Activity C.
Tr. to get students to discuss points mentioned in the Exam Close-up.
Tr. explains that the students need to use the phrases in ‘Useful Expression’ to Tr. to share the
formulate their response.
Students to complete the activity in pairs.
meaning of words in
COMP. SKILL(s) COMP. SKILL(s) Tr. explains that when Student A describes the picture, Student B to listen and vice the box for Activity C to
versa.
Speaking 2.1 Speaking 2.1.4 Tr. to go around and monitor students’ responses and take note of their mistakes. the less proficient
Communicate Explain own point Tr. to call on students to share their responses.
Tr. to write any structural mistakes that students made on the board without
students.
information, ideas, of view mentioning names.
opinions and Tr. to get students in groups of 4 or 5 and discuss the questions in the Idea Focus.
Discuss with the class the appropriate expression to be used for this activity.
feelings intelligibly During the sharing with the class, students to share their opinions on why they like big
on familiar topics / small families and why parents do not spend too much time with their children?
POST-LESSON
Tr. to get students to place their post-it on the whiteboard.
Tr. to clarify any questions that the students have.

Lesson: 8 (Writing 1) Main Skill(s): Writing Theme: PEOPLE AND CULTURE
Abbreviations Values

Tr. to do word splash with the students. They are to come up with as many
words as they can using the word, abbreviations. Close-Up differentiation by:
The words should have at least 3 letters in them and the student with the Student’s Book,
Writing 4.2 Writing 4.2.1 most words wins.
Type & Amount of
Communicate with Punctuate written Tr. to explain the meaning and use of abbreviation to the students. pg.14 - 15 Support
Tr. to get students to share abbreviations that they know and write them on
appropriate work with the board.
language, form and moderate accuracy Tr. to get students to compare (similarities / differences) the list of Close-Up Tr. to provide the less
abbreviations that they have come up with, with the ones in the learning Teacher’s Book,
style focus. proficient students with
pg.15 an email and the
LESSON PROPER
Tr. to get students to turn to pg. 14 of their Student’s Book. glossary of showing
Tr. to direct students’ attention to Activity A. which one is the
Students to read the instructions for Activity A.
Students to rewrite the sentences with abbreviations in their exercise greeting, reason for
COMP. SKILL(s) COMP. SKILL(s) books. the party and etc.
Reading 3.1 Reading 3.1.2 Students to check their answers.
Understand a Understand Tr. to explain Activity C on pg. 14.
Fast finishers to
variety of texts by specific details and Tr. to explain the format of an email. complete the activity
Students to complete Activity D & E in pairs / individually. (pg. 15) independently.
using a range of information in Tr. to go through the answers with the students.
appropriate reading longer texts on an Tr. to call on students to share their answers.
strategies to increased range of Tr. to discuss Activity B on pg. 14.
construct meaning familiar topics Both Tr. and students to write the email together. (Class Dictated Email)
POST-LESSON
Students are given a jumbled-up puzzle on an email.
Students to reorganise the puzzle in the correct order.

Lesson: 9 (Writing 2) Main Skill(s): Writing Theme: PEOPLE AND CULTURE
Useful expressions for an invitation email Values

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to read the Class Dictated email done during the previous lesson. Teacher to employ,
Tr. to get students to recapitulate important features of an email in pairs.
Tr. to call on the students to get their responses.
Writing 4.1 Writing 4.1.5 Tr. to correct students’ responses if necessary. Student’s Book, Type & Amount of
Communicate Organise, LESSON PROPER pg.14-15 Support
intelligibly through sequence and Tr. to get students to turn to pg. 15 of the Student’s Book.
Tr. to direct students’ attention to Activity F. Less proficient students
print and digital develop ideas Students to read the instructions for Activity F & Exam Close up. Close-Up are given a template with
media on familiar within short texts Tr. to ask students to read the instructions and the Useful Expressions and check that Teacher’s Book, heading and sentence
they understand what they have to do.
topics on familiar topics ✓ inform them that they have to replace one of the words from each sentence with an
pg.15 starters for them to
appropriate one from the Useful Expressions box. complete while Fast
Students are to complete the activity individually.
Tr. to check the answers with the students. finishers complete
Activity G independently.
Students to read the instructions for Activity G.
Students are reminded to underline key words and phrases in the task. Then ask Less proficient students
them to answer the questions in Activity B about their task.
- What do you have to write? (an email)
to complete the writing in
- Who will read it? (a friend) class while Fast finishers
- Why are you writing? (to invite him/her to a party)
- Will you write in a formal or informal way? Why? (informal because you’re
can do it as homework
COMP. SKILL(s) COMP. SKILL(s) writing to a friend) Outcome
If time allows, ask students to make a plan for their email in class, but set the writing
Speaking 2.1 Speaking 2.1.3 task for homework. Add on
Communicate Describe future POST-LESSON
Fast finishers can also
information, ideas, plans and Tr. to get students to do if they have understood important features of an email, complete the Vocabulary
opinions and ambitions
if they have no idea about the features of an email if they know some but are and Grammar activities
unsure.
on p. 12-13 of the
feelings intelligibly
Student’s Book.
on familiar topics

SCHEME OF WORK NON-TEXTBOOK BASED LESSON UNIT 1: WEEK: ___________
Lesson: 10 (Literature in Main Skill(s): Literature In Action Theme: PEOPLE AND CULTURE
Action)
Topic: Family Ties- Short Language / Grammar Focus: Cross Curricular Element
story - Values

Tr. to share with students a few words related to the lesson that they are
doing. Short story- The differentiation by:
Example: young man, frustrated, parents, nagging interview
Literature In Action Literature In Action Students to guess the title of the story that they are going to read.
Learning Preference
5.1 Engage with, 5.1.1 Explain why Tr. to write students’ responses on the white board. & Needs
respond to and a part or aspect of Mahjong Paper Tr. to allow students to
interpret a variety of a text interests LESSON PROPER & Markers choose their group
Tr. to read the story, ‘An Interview’.
literary text types them Tr. to stop at appropriate juncture and ask the students for their prediction members and the
of what will happen next. questions that they
Tr. to get students into groups of 4 or 5. would like to do.
Tr. to get students to discuss the following & write down their answers on a
Mahjong paper.
- Use 3 adjectives to describe the young man
- Use 2 adjectives to describe the parents of the young man.
- Moral of the story.
Students to place their mahjong papers on the classroom wall.
Students to share with the class their group’s response.
Tr. to get students to do gallery walk.
Tr. to get students to do the next activity and explain to them.

In their groups, students are asked to answer these questions.
- Importance of having good values and habits
- Which part of the story they like most.
Students to discuss in their groups and share it with the class.
POST-LESSON
Tr. to check on the students’ response that they gave at the beginning of
the lesson.

UNIT 2
Lesson: 11 (Reading) Main Skill(s): Reading Theme: PEOPLE AND CULTURE
Topic: Food, Food, Food Language / Grammar Focus: Cross Curricular Element
Food related vocabulary Global Sustainability

Tr. to get students to do a KWL worksheet.
Students to write; Close-Up differentiation by:
Reading 3.1 Reading 3.1.6 K – what they know about Olive Oil. Student’s Book, Type & Amount of
Understand a Recognise with W- what they want to know more about olive oil pg.18 - 19 Support
variety of texts by support typical LESSON PROPER Less proficient students
using a range of features at word, Tr. to get students to look at the picture on pg. 18 & 19 of their Close-Up are provided only with 2
appropriate reading sentence and text Student’s Book. Teacher’s Book, options to choose from,
Tr. to get students to look at how the pictures are related.
strategies to levels of a range of Students to share their thoughts with a partner than with the class. pg.18 - 19 instead of the 4 given in
construct meaning genres Tr. to ask students if olive oil is popularly used in which type of the Student’s Book.
cooking and if their parents use it in their cooking.
Fast Finishers to repeat
Tr. to get the students to read and understand the 4 words in the
Words Focus.
the meaning of words
Tr. to model the pronunciation and get students to pronounce the mentioned by the Tr.
COMP. SKILL(s) COMP. SKILL(s) words. Instruction &
Tr. to get students to read the Exam Close up.
Teacher to remind students to follow the steps provided in the
Feedback
Writing 4.2 Writing 4.2.2 Spell Exam Close up to fill in each blank with the correct answer. Tr. to get the less
Communicate with written work with Students to complete Activity F & G on pg. 19 with a partner. proficient students to
Tr. to get students to share their answers.
appropriate moderate accuracy read the instructions.
language, form and Tr. then get students to look at pg. 18, Activity A.
style Students to read the instruction and attempt to answer the quiz
questions.
Students to complete the Activity A individually but Tr. to check the
answer with the class.
POST-LESSON
Tr. to get students to complete the, ‘L’ part of the KWL worksheet.
L- what I have learnt.
Tr. to get students to share their responses to the KWL worksheet.


Tr. to get students to do share on the following questions: -
- What are your favourites - choose 2 Close-Up differentiation by:
- Why do you like the food? Student’s Book,
Reading 3.2 Explore Reading 3.2.1 - Who do you usually eat with?
Outcome
and expand ideas Read, enjoy and pg.18-19
Student to this activity in pairs.
for personal give a personal Tr. to get students to share their responses with the class. Add on
development by response to fiction Close-Up
LESSON PROPER Teacher’s Book,
reading or non-fiction and Tr. to get students to look at the picture on pg. 18 & 19 of their Student’s Fast finishers can move
independently and other suitable print Book. pg.18-19 on to the next activity in
Tr. to get students to read the text, Olive Oil again. the sequence. After
widely and digital texts of Tr. to get students to read the instructions for Activity D on pg. 19.
interest Tr. to ensure that the students fully understand the task that they are Activity G, fast finishers
supposed to do. can be given the
Students to complete the task in pairs / individually.
Tr. to share the correct answers to Activity D.
Grammar tasks on p.25
COMP. SKILL(s) COMP. SKILL(s) Students to write the words and its meaning in their exercise book. of the Student’s Book.
Speaking 2.1 Speaking 2.1.5
Tr. to direct students’ attention to activity C & E on pg. 18 & 19 of their
Communicate Express and Student’s Book.
information, ideas, respond to Tr. to get students to find out the meaning of the options in Activity E
before getting them to complete Activity C in pairs or individually.
opinions and common feelings Tr. to go through the answers with the students.
feelings intelligibly such as
on familiar topics happiness, POST-LESSON
sadness, surprise Tr. to get students to do a 2 points summary of what they did and have
learnt.
and interest Each point written is worth two points.
Tr. to get students to share their summary with the class.

Awareness)
Past continuous vs. past simple Global Sustainability

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to share on the following questions: - Teacher to employ,
-
-
What did you eat for dinner last night?
Who cooked lunch for the family during the weekend?
This is a grammar- This is a grammar- - When was the last time you had, ‘nasi lemak’ for dinner? Student’s Book, Time
- What were you doing when your mother or father was cooking dinner for
focused lesson so focused lesson so the family? pg.21
listening, speaking, listening, speaking, Tr. to get students answer at least one of the questions above. Less proficient students
Tr. to write students’ responses and highlight the tenses used to answer the
are given more time to
reading and writing reading and writing questions. Close-Up
Tr. to revise the affirmative, negative, question forms and short answers of these complete the task.
skills are not skills are not tenses with the class. Teacher’s Book,
explicitly covered. explicitly covered. LESSON PROPER pg.20-21 Outcome
Tr. to get students to turn to pg. 21of their Student’s Book, Activity A & B.
Tr. to direct students’ attention to the verbs in bold, Sentence 1-3 and mentioned that Add on
they are verbs in the Past simple,
Tr. to get students to read the uses of the Past Simple in a-c and answer any
questions they might have. Explain that they should pay attention to time expressions Tr. to get Fast finishers
and time references in sentences 1-3 when matching up their answers.
Student to match sentences in Activity A to the uses of Past Tense in activity B.
to complete questions in
Students to do the activity individually, but check answers as a class. Activity E to G on pg. 21
Tr. to ask students to look at the verbs in bold in sentences 1-4 in Activity C and elicit of their Student’s Book.
that they are all in the Past Continuous, apart from rang in sentence 4, which is in the
Past Simple.
Students to look at the instructions for Activity D.
Students to match the sentences in Activity C to the use of past continuous tense.
Tr. to get students to complete Activity F.

Students are to rearrange the phrases to make a complete sentence.
Students to write the sentences in their exercise books.
POST-LESSON
Tr. to get students to do a 2 points summary of what they did and have learnt.
Each point written is worth two points.
Tr. to get students to share their summary with the class.

Lesson: 14 (Listening) Main Skill(s): Listening Theme: PEOPLE AND CULTURE

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to play memory game. Teacher to employ,
Tr. to get students in groups of 6 to 8.
The first person in the group starts by saying the following sentence:
Listening 1.1 Listening 1.1.4 “Yesterday I went to the supermarket and I bought some fish.” Student’s Book, Type & Amount of
The next person in the group repeats the first sentences and adds another
Understand Understand thing that they bought. eg,” Yesterday, I went to the supermarket and I bought pg.22 Support
meaning in a variety independently some fish and some bananas.”
Each person in turn repeats the sentence and adds another item. The Tr. to read the text and
of familiar contexts longer sequences students have to concentrate hard to remember all the things in the correct Close-Up pause at specific
order.
of classroom Teacher’s Book, intervals from the audio
LESSON PROPER
instructions Tr. to get students to turn to pg. 22 of their Student’s Book, Activity A. pg.21-22 script in the Teacher’s
Tr. to explain to students that in this part of the lesson, they will be practising their Book to helps less
listening skills.
Tr. to highlight that the phrasing of the questions and options can be synonyms of the proficient students to
words that they hear in the listening text. Students need to focus and listen carefully.
Tr. to get students to read and understand the instructions for Activity A.
listen to the Tr.’s voice
In order to get the answer, students need to look at the words in bold and to say what rather than that of a
COMP. SKILL(s) COMP. SKILL(s) parts of speech they are (supports – verb; took part – verb; Approximately – adverb;
native speaker.
signed up for verb). Explain that the answer they match each sentence to will be the
Writing 4.2 Writing 4.2.1 same part of speech and in the same tense and form as the words in sentences 1-4.
Communicate with Punctuate written Students to do the task individually, but check answers as a class.
appropriate work with Tr. to ask students to read the instructions for Activity B and make sure they
understand what they have to do. Elicit that they will listen to a chef and that he no
language, form and moderate accuracy longer works at the restaurant he will be talking about. Ask them to bear this in mind
when looking at the three sets of options as this will affect the possible questions and
style how they will be worded.
Tr. to get students to complete the task independently and compare their answers
with a partner. Students to share reason/s for their answer, if there are differences in
their answers.
Tr. to share the possible answers to Activity B.
POST-LESSON
Tr. to get students to share one listening tip that they learnt while doing the listening
exercise.


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to play what does your name means, using words related to food Teacher to employ,
or vegetables
Eg. Ben – Beans, Eggplant, Nuts
Listening 1.1 Listening 1.1.2 Students to do this activity individually. Student’s Book, Type & Amount of
Tr. to get students to share it with the class.
Understand Understand pg.22 Support
meaning in a variety independently LESSON PROPER
Tr. to get students to turn to pg. 22 of their Student’s Book, Activity C. To support less confident
of familiar contexts specific Tr. to get students to read the information in the Close-Up box to the students and Close-Up students, pause the
explain that in the task they will do for Activity C.
information and Tr. to encourage students to make notes next to each option as they listen. Their Teacher’s Book, listening track at selected
notes should include information such as who someone is, when something was
details in longer done, what numbers, dates, prices, etc refer to. pg.22 intervals to allow thinking
texts on an Tr. to get students to read the information in the Exam Close-up box to the students time.
and explain that in Activity D, they will hear a recording about a restaurant festival
increased range of and they have to read the questions and the three multiple-choice options. They Student’s Book
should make notes next to each option as they listen. Elicit that their notes should
familiar topics include information such as who someone is, when something will take place, what Audio CD
numbers, dates, prices, etc.
Tr. to play the recording all the way through and ask students to circle their answers.
Reading 3.1 Reading 3.1.2 Then ask students to discuss their answers with a partner and to justify any answers
Understand a Understand they have that are different.
Tr. to explain that for each question, they should circle the correct option a, b or c.
variety of texts by specific details and Ask students to read the instructions and to underline important words and numbers.
Then ask them what they will listen to (an interview), what it will be about fa
using a range of information in restaurant festival) and how many questions they will have to answer (6).
Give students time to study the questions and options.
appropriate reading longer texts on an Check the answers as a class and ask students to justify their answers.
strategies to increased range of Tr. to play the CD track again and ask students to check their answers and to fill in
construct meaning familiar topics any missing answers.
POST-LESSON
Tr. to get students to write the main idea or a summary of the content down on a
piece of white paper and then crumble it up and throw it in the air. Each student then
picks up someone else’s snowball and reads it aloud.

Lesson: 16 (Speaking) Main Skill(s): Speaking Theme: PEOPLE AND CULTURE
Using adjectives Global Sustainability

Tr. to get students to do a quiz on adjectives about food.
Students to work in pairs to answer the quiz questions. Close-Up differentiation by:
Eg. What adjective would you use to describe the taste of a ripe mango? Student’s Book,
Speaking 2.3 Use Speaking 2.3.1 How would you describe the appearance of a freshly baked chocolate cake
Type & Amount of
appropriate Keep interaction using an adjective? pg.23 Support
What adjective would you use to describe the appearance of a juicy
communication going in longer watermelon?
strategies exchanges by Close-Up Organise talk partners or
LESSON PROPER Teacher’s Book,
asking a speaker Tr. to get students to turn to pg. 23 of their Student’s Book, Activity A. grouping so that a more
to slow down, Tr. to get students to work in pairs to answer the three questions. Ask them pg.22 proficient pupil can help
to develop their answers as much as possible and avoid giving one-word and support a less
speak up or to answers.
repeat what they Tr. to monitor students while they are doing the activity and take note of proficient pupil.
the mistakes in structure and pronunciation.
have said Tr. to ask each pair one of the questions and continue until everyone has
had a turn.
COMP. SKILL(s) COMP. SKILL(s) Tr. to share the common mistakes made by the students and get students
Listening 1.1 Listening 1.1.5 to identify the mistakes and correct them.
Understand Understand Tr. to direct students’ attention to Activity B.
meaning in a variety independently Tr. to get students to read the instructions.
Tr. to remind students to read the whole sentence before circling any
of familiar contexts more complex answers.
questions Students to complete Activity B independently, but check answers as a
class.
POST-LESSON
Tr. to get students to write out the alphabet (e.g. in their notebooks or on
flip chart paper). Next to each letter students must write an adjective that
starts with that letter. Students may work with a partner or in small groups.
When ready, share words with the whole class.

Using adjectives Global Sustainability

Tr. to give students a menu from a café.
Tr. to get students to work in pairs. Close-Up differentiation by:
Student As in all the pairs are given a menu from a café. Student’s Book,
Speaking 2.1 Speaking 2.1.4 Student As are to choose the food that they would like to order from the
Learning Preference
Communicate Explain own point café. pg.23 & Needs
Students As to describe that they are going to order using adjectives.
information, ideas, of view Eg. This food is round, has a hole in a middle and is very sweet. Ans.: Less proficient students
opinions and Donut Close-Up are paired with more
Tr. to call on a few pairs to share. Teacher’s Book,
feelings intelligibly proficient students as a
on familiar topics LESSON PROPER pg.22 support.
Tr. to get students to turn to pg. 23 of their Student’s Book, Activity C.
Tr. to get students to read the Useful Expressions to the students.
Tr. to explain that they are useful phrases to help you think about positive
or negative ways to describe the things that you can see.
Tr. to get students to read the Exam Close-up box. Explain that they will
COMP. SKILL(s) COMP. SKILL(s) make a list of all the food and they can see in each photo in the Exam
Task. Explain that they have to choose adjectives from Activity B to
Speaking 2.3 Use Speaking 2.3.1 describe them.
appropriate Keep interaction Tr. to direct students’ attention to Activity D.
communication going in longer Tr. to get the students to work in pairs and explain what Student A and B
have to do.
strategies exchanges by Tr. to walk round and take note of good sentences as well as poorly
asking a speaker constructed sentences.
Tr. to get the students to share.
to slow down, Tr. to share the common mistakes made by the students while doing
speak up or to Activity D.
repeat what they
have said POST-LESSON
Tr. to get students to do Clear or Cloudy to check on students
understanding of the lesson or need help. Students to write down the
points that they understand and write down the questions that they have
about things that are still ‘cloudy’.
Tr. to call on students to share with the class and take note of the students
who have written cloudy for the use of adjective.

Lesson: 18 (Writing) Main Skill(s): Writing Theme: PEOPLE AND CULTURE
Food related vocabulary and using adjectives Global Sustainability

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write on the board the words, colourful, tasty, traditional, trendy and brightly- Teacher to employ,
coloured.
Tr. to elicit from the students what are the words listed. (adjectives)
Writing 4.1 Writing 4.1.1 Tr. to get students to read the Learning Focus- Ordering of Adjectives on pg. 24 of Student’s Book, Outcome
their Students’ Book.
Communicate Explain simple Tr. to ask students what kind of adjectives are the words listed. (opinion & age) pg.26
intelligibly through content from what LESSON PROPER Add on
print and digital they have read or Tr. to get students to turn to pg. 26 of their Student’s Book, Activity A. Close-Up
Tr. to get students to read the instructions for Activity A and ensure that they know
media on familiar heard what is expected of them. Teacher’s Book, Fast finishers can move
Students should: -
topics ✓ put a tick if a sentence is correct or rewrite the sentence correctly if it is wrong. and
pg.25 on to the next activity in
the errors will be in the order of the adjectives only. the sequence. After
✓ Students to refer to Learning Focus- Ordering of Adjectives to complete Activity A.
Students to complete Activity A independently, but check the answers as a class.
Activity D, fast finishers
can be given activities
Tr. to direct students’ attention to Activity B.
Tr. to remind the students to read the instructions and get them to underline the from the Vocabulary
COMP. SKILL(s) COMP. SKILL(s) words and phrases in the writing task that show that the I information in the true activities on p.20 and
Reading 3.1 Reading 3.1.2 sentences are correct.
p.24 of the Student’s
Understand a Understand Students to complete Activity B independently, but check the answers as a class. Book.
variety of texts by specific details and Tr. to get students to complete Activity C by reading the instructions and understand
what is expected of them.
using a range of information in Students to complete Activity C, independently but checking of answers is to be done
appropriate reading longer texts on an as a class.
strategies to increased range of Tr. to get students to complete Activity D on pg. 27 of their Student WB, by reading
the instructions and understand what is expected of them.
construct meaning familiar topics Students to complete Activity C, independently but checking of answers to be done
as a class.
POST-LESSON
Tr. to do a word search of the words learnt during the lesson.

Lesson: 19 (Writing) Main Skill(s): Speaking Theme: PEOPLE AND CULTURE
Food related vocabulary; using adjectives; Global Sustainability
using past simple and past continuous

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to share with students a few quotations on food. Teacher to employ,
Students to share the meaning or what the person is trying to say.
Eg. "People who love to eat are always the best people." - Julia Child
Writing 4.2 Writing 4.2.3 "Food, in the end, in our own tradition, is something holy. It's not about nutrients and Student’s Book, Type & Amount of
calories. It's about sharing. It's about honesty. It's about identity." - Louise Fresco
Communicate with Produce a plan or pg.27 Support
appropriate draft of two LESSON PROPER
Tr. to get students to turn to pg. 27 of their Student’s Book, Activity E. Less proficient students
language, form and paragraphs or Tr. to remind students that they should always make a plan before they start writing. Close-Up are given a template with
Students are informed to skim through the review and write the main idea of each
style more and modify paragraph next to it. Then read the descriptions a -d to decide which ones are closest Teacher’s Book, heading and phrases for
to their notes before going on to do the matching task.
this appropriately Students to complete Activity E, independently but checking of answers to be done as pg.25-26 them to use to write the
independently a class. review.
Tr. to get students to read the Exam Close-up Box and Exam Task on pg. 27.
Students to complete the question in Activity F. Students to check their answers why Outcome
reading the review on pg. 26.
Students to complete the task independently. Students should be able to justify their
Fast finishers can move
answers. on to the next activity in
Tr. to check the answers to Activity F as a class.
the sequence. After
Tr. to get students to read the Useful Expressions before they do the task individually Activity H, fast finishers
Listening 1.1 Listening 1.1.4 and then compare their answers with a partner.
Tr. to check the answers as a class and encourages students to justify any answers
Understand Understand they have that are different. from the Vocabulary
meaning in a variety independently Tr. to get students to complete Activity G. activities on p.20 and
of familiar contexts longer sequences Students are to work in pairs to plan the review about a restaurant that they went and p.24 of the Student’s
weren’t happy with.
of classroom Students to plan the review in class but write the review as homework. Book.
instructions Tr. to remind students to use the Writing Reference and checklist for reviews on page
180.
POST-LESSON
Tr. to give the students one minute to write down what they have learned and what
they still want to know.

Action)
Topic: Poem Language / Grammar Focus: Cross Curricular Element
Words related to poems Patriotism & Citizenship

Tr. to share the background of the writer of the poem, Marzuki Ali.
- His place of birth Poem differentiation by:
- Other poems that he had written A fighter’s Lines
Literature In Action Literature In Action Instruction &
5.1 Engage with, 5.1.2 Explain LESSON PROPER by Marzuki Ali Feedback
Tr. to distribute the poem, A fighter’s Lines by Marzuki Ali.
respond to and briefly the Tr. to get the less
interpret a variety of development of Tr. to get students into groups of 4 or 5. Mahjong Papers proficient students to be
Tr. to model how to find the meaning of the 1st stanza. & Markers
literary text types plot, characters Eg. 1st Stanza the group leaders for the
and themes in a The persona once had become a soldier different groups and give
and he had suffered a lot to fight for out of the poems to the
text independence from invaders.
students.
Tr. to assign different groups to do the different stanzas.
Students are reminded to read the lines in the stanza carefully to get the
meaning of the stanza.
Tr. to get students to write out the stanza and meaning on a Mahjong
paper.
Tr. to walk around and monitor and provide help when and if necessary.
Tr. to take note of mistakes done by the students.
Tr. to get students to share what the group has come up with using the 3
stray and 1 Stay.
Tr. to share the areas for improvement for the different stanzas.
The different groups to correct their stanzas.
POST-LESSON
Tr. to give the students one minute to write down what they have learned
and what they still want to know.

SCHEME OF WORK TEXTBOOK BASED LESSON UNIT 3: WEEK: ___________ UNIT 3
Lesson: 21 (Reading) Main Skill(s): Reading Theme: HEALTH AND ENVIRONMENT

Topic: The Wonders of Language / Grammar Focus: Cross Curricular Element
Nature Food related vocabulary; Environment related Environment Sustainability
vocabulary

Tr. to share the story of the Mud Maid of Heligan, Conwall England.
- The background of Heligan Garden. Close-Up differentiation by:
- What is so special about the Mud Maid. Student’s Book,
Reading 3.1 Reading 3.1.6 - Who are the sculptors of the Mud Maid.
Outcome
Understand a Recognise with pg.31-32
LESSON PROPER
variety of texts by support typical Tr. to get students to turn to pg. 32 of their Student’s Book, Activity A Compulsory +
using a range of features at word, Tr. to get students to read the instructions and understand what is required Close-Up Optional
of them. Teacher’s Book,
appropriate reading sentence and text Students are to work in pairs, take turns to ask and answer each of the
strategies to levels of a range of ideas listed. pg.30-31 Fast finishers can
Tr. to walk round the classroom to monitor that the students are carrying
construct meaning genres out the task. move on to the next
Tr. to call on each pair to share their answers with the class. activity in the
Tr. to direct students to Activity B. sequence. After
COMP. SKILL(s) COMP. SKILL(s) Students to read the instructions and complete the activity with a partner. Activity C, fast
Students to decide on the following based on the sentence in Activity A: -
Speaking 2.1 Speaking 2.1.1 - gives facts finishers can be given
- entertains the reader the ‘Ideas Focus’ tasks
Communicate Paraphrase short - is educational
information, ideas, simple texts - gives personal opinions on p.33 of the
Tr. to get each pair to share their response. Student’s Book as
opinions and
feelings intelligibly Tr. to direct students to Activity C. either speaking or
Students to read the text quickly and ask themselves the type of text and writing tasks.
on familiar topics what does this kind of information do these texts have.
Students to complete this Activity independently, but sharing of the answer
should be done as a class.
POST-LESSON
Tr. to get students to review the lesson.

Nature Food related vocabulary; Environment related Environment Sustainability
vocabulary

Tr. to get students to look at pg. 32 of their Student’s Book.
Tr. to get students to work in pairs and describe what they see in the Close-Up differentiation by:
picture of a diver collecting fish from a coral reef. Student’s Book,
Reading 3.1 Reading 3.1.1 Tr. to get students to share with the class.
Outcome
Understand a Understand the pg.32-33
LESSON PROPER
variety of texts by main points in Tr. to get students to turn to pg. 33 of their Student’s Book, Exam Close- Add on
using a range of longer texts on an up. Close-Up
Tr. to explain to students that by identifying the type of text can help them Teacher’s Book,
appropriate reading increased range of to understand the information in it. Fast finishers can move
strategies to familiar topics Tr. to explain to students the words in the Word Focus. pg.31 on to the next activity in
Tr. then directs students to Exam Task and get them to read the the sequence. After
construct meaning instructions and understand fully what they are expected to do.
Students are reminded to read the questions prior to reading the text to Activity F, fast finishers
ensure that they understand what to look out for in the text. Also, to can be given the ‘Ideas
underline the answer to the question in the text.
Students to complete the task in pairs, but checking of answers to be done
Focus’ tasks on p.33 of
COMP. SKILL(s) COMP. SKILL(s) as a class. the Student’s Book as
Speaking 2.1 Speaking 2.1.4 either speaking or writing
Tr. to get students to look at Activity F of their Student’s Book.
Communicate Explain own point Tr. to share with students the Background Information. tasks (if not used in
information, ideas, of view Student to read the statement about the Great Barrier Reef. previous lesson).
Tr. to explain the difficult words which students may have problems
opinions and understanding.
feelings intelligibly Tr. to get students to work in pairs to discuss the statements and then ask If they have finished,
on familiar topics each pair to tell the rest of the class their response to the discussion students to do the
questions.
Vocabulary activities on
POST-LESSON p. 34 of the Student’s
Tr. to get each student to come out with at least 1 question to ask their Book.
friends about the Great Barrier Reef.
Students to take turns to ask the class the questions.

Lesson: 23 (Language Main Skill(s): Language Awareness Theme: HEALTH AND ENVIRONMENT
Awareness)
Nature Present perfect continuous vs. present Environment Sustainability
perfect simple

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write the sentences below on the board and ask students what the main verb in Teacher to employ,
each is and which tenses have been used.
-The group has set up a new conservation scheme, (set up, Present Perfect Simple)
This is a grammar- This is a grammar- -We have been working on the coral reefs since 1980. (work, Present Perfect Student’s Book, Outcome
Continuous)
focused lesson so focused lesson so Tr. to revise the affirmative, negative, question form s and short answers of the two pg.35, p.163-4
listening, speaking, listening, speaking, tenses with students. (Grammar Focus’ on p.163-164 of Student’s Book).
Add on
reading and writing reading and writing LESSON PROPER Close-Up
Tr. to get students to turn to pg. 35 of their Student’s Book, Activity A.
skills are not skills are not Tr. to get students to read the words in bold. Teacher’s Book, Fast finishers can
Tr. to elicit from students the tense for the words in bold. (Present Perfect Simple)
explicitly covered. explicitly covered. Tr. to share that the Present Perfect Simple is formed with the Present Simple of pg.32-33 move on to the next
have - the auxiliary verb - and the past participle of the main verb)
Tr. to remind students that the Present Perfect links the present moment with the past activity in the
by describing an event or state that started in the past and continues in the present.
Then elicit how the negative of the Present Perfect j Simple is form ed using sentence sequence. After
3 in the task (have/i+ n o t + past participle). Point out we can use have not] or
haven't + past participle.
Grammar Activity D,
Tr. to get students to complete Activity B, individually but checking of answers to be fast finishers can be
done as a class.
given other activities in
Tr. to get students to look at Activity C in their Student’s Book.
Tr. to explain how Present Perfect Continuous is formed.
the textbook not
covered in the
Tr. to get students to complete Activity D.
Students to complete the Activity independently, but the checking of the answers to Learning Outline (i.e.
be done as a class.
activities E-G).
POST-LESSON
Tr. to get students to write, Cloudy or Clear. Cloudy- I question that they have
regarding the use of Present Perfect Simple or Present Perfect Continuous. Clear-
Students to write what they understand on the use of Present Perfect Simple and
Present Perfect Continuous. Tr. to collect students’ responses.

Lesson: 24 (Listening) Main Skill(s): Listening Theme: HEALTH AND ENVIRONMENT
Nature Environment related vocabulary Environment Sustainability

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to read the caption accompanying the picture on page 36. Teacher to employ,
Tr. then asks students to work in pairs to discuss the picture and their responses to it.
Students are encouraged to share what they know about the Great White Shark.
Listening 1.2 Use Listening 1.2.1 Tr. to inform the students that in this part of the lesson they will learn more about this Student’s Book, Type & Amount of
animal.
appropriate listening Guess the pg.36 Support
strategies in a meaning of LESSON PROPER
Tr. to get students to turn to pg. 36 of their Student’s Book, Activity A. Tr. to provide the less
variety of contexts unfamiliar words Tr. to inform to students that in this lesson, they will focus on improving their Close-Up proficient students with
technique in filling-in the blanks for listening.
from clues Students to read the instructions. Teacher’s Book, a list of words to help
Tr. to ask students to tick the sentences that contain missing words that aren't
provided by other numbers. Elicit that they should work out what the words which aren't numbers refer pg.33-34 them fill in the blanks
words and by to and that they aren't expected to guess the actual words.
Tr. to give students a minute to w rite their answers and then ask them to com pare for Activity A.
context on an and justify them with a partner. Student’s Book
Tr. to check the answer as a class.
increased range of Audio CD
familiar topics Tr. to get students to look at Activity B of their Student’s Book.
Tr. to inform students that they will be listening to a talk about the Great White Shark.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to read sentences 1 to 6 in Activity A and underline any key words
that they should look out for.
Speaking 2.1 Speaking 2.1.1 Students are encouraged to think of other ways the information in each sentence
could be phrased.
Communicate Paraphrase short Tr. to play the whole recording and students are to write their answers.
information, ideas, simple texts Students then check their answers with a partner and clarify if their answer is different
from their partners’.
opinions and Tr. to play the recording for the 2nd time.
Students are to check their answers and fill in any missing answers.
feelings intelligibly Tr. to check the answers as a class and get students to justify their answers.
on familiar topics POST-LESSON
Tr. to get students to write one fact they learnt about Sharks on a post-it.
Students to stick their post-its on the white board.
Tr. to review what the students have written.

Nature Environment related vocabulary Environment Sustainability

Tr. to get show a series of pictures about sea animals.
Eg. Sea turtle, Whale, Octopus, Sea Horse and Seals. Close-Up differentiation by:
Listening 1.3 Listening 1.3.1 Students to make a guess on the names of the animals, their Student’s Book, Instruction &
Recognise features Recognise with habitat and food that they eat. pg.32-33 Feedback
of spoken genres on support typical LESSON PROPER Tr. to pause the track
familiar topics features at word, Tr. to get students to turn to pg. 36 of their Student’s Book, Activity Close-Up at selected intervals to
sentence and text C. Teacher’s Book,
Tr. to get students to read the instructions and make sure they allow less proficient
levels of a small understand what they have to do. pg.31 students to think and
number of spoken Students to read the information in the Exam Close- up box. They complete a gap in
genres are to quickly look at the questions in Activity D and to think of a
word or phrase that could be used to fill in the gap for the Exam Activity D.
Task. Alternatively, read and
COMP. SKILL(s) COMP. SKILL(s) pause at specific
Tr. to play the recording once all the way through and ask
Speaking 2.1 Speaking 2.1.4 students to write their answers. Then ask students to discuss their intervals of the audio
Communicate Explain own point answers with a partner and to justify any answers that are different script in the Teacher’s
for Activity D. Book to helps less
information, ideas, of view
opinions and Tr. to play the recording again and ask students to check answers proficient students to
feelings intelligibly and to fill in any missing answers. listen to the Tr.’s voice
Tr. to check the answers as a class and ask students to just their rather than that of a
on familiar topics answers.
native speaker.
POST-LESSON
Tr. to get students to write one fact that they want to know about
the sea animals that was mentioned at the beginning of the
lesson.
Tr. to collect the information and share with the students.

Lesson: 26 (Speaking) Main Skill(s): Speaking Theme: HEALTH AND ENVIRONMENT
Nature Useful expressions for explaining processes Environment Sustainability

Tr. to get students to look at the picture on the top right-hand corner of pg. Close-Up differentiation by:
37. Student’s Book,
Speaking 2.1 Speaking 2.1.2 Tr. to get students to write down as many environmental problems that
Type & Amount of
Communicate Ask about and they can think of and their effects. pg.37 Support
Tr. to call on students to share what they have written.
information, ideas, explain simple
opinions and processes LESSON PROPER Close-Up Organise talk partners
Tr. to get students to turn to pg. 37 of their Student’s Book, Activity A. Teacher’s Book,
feelings intelligibly Tr. to get students to read the instructions and make sure they understand or grouping so that a
on familiar topics what they have to do. pg.34-35 more proficient pupil
Tr. to get students to read the three questions and ask if they understand
what the question is asking them to do. can help and support a
Tr. to get students to work in pairs and take turns to answer the questions. less proficient pupil.
Tr. to walk around to monitor students doing the Activity. Student’s Book
Tr. to take note of any mistakes made by the students in terms of sentence
COMP. SKILL(s) COMP. SKILL(s) structure and pronunciation. Audio Support can be given
Tr. to get each pair to share their response to the question in Activity A. CD
Listening 1.1 Listening 1.1.4 Tr. to share common structural mistakes made by students while to less proficient pupils
answering Activity A. during the Activity A
Understand Understand Tr. to get other students to correct the mistake for structural and
meaning in a variety independently pronunciation. speaking task,
of familiar contexts longer sequences Tr. to get students to look at Activity B of their Student’s Book.
depending on their
of classroom Tr. to ask students to read the Exam Close-up box about listening to needs
instructions.
instructions Tr. to get students to read the instructions and make sure that they are
certain about what they have to do.
Tr. to play the recording once and get students to write possible answers in
the blanks.
Students are then to discuss with a partner their answers.
Students to justify the reasons for choosing the answer if the answer given
is different from their partner.
POST-LESSON
Tr. to get students to play reflective ball. Students to shout out one new
word that they learned from the lesson and throw the ball to the next
person. This continues when all the students have shared.

Nature Useful expressions for explaining processes Environment Sustainability

Tr. to get students to look at the useful expression section. Close-Up differentiation by:
Students to read the phrases in that section. Student’s Book,
Speaking 2.1 Speaking 2.1.4 Tr. to explain the use of the different phrases.
Type & Amount of
Communicate Explain own point pg.37 Support
LESSON PROPER
information, ideas, of view Tr. to get students to turn to pg. 37 of their Student’s Book, Activity C. Less proficient
opinions and Tr. to revisit / explain the meaning of the words, recycling bins, aluminium, Close-Up students to be given a
beach clean-up, pollution, campaign, recycling, planting trees and setting Teacher’s Book,
feelings intelligibly up a website. glossary of the
on familiar topics Tr. to get students to look at the pictures in Activity D and spend a minute pg.35 meaning of the words
deciding what would be involved in each one of the pictures.
Tr. to model if necessary. to help them to
Tr. to get students to read the instructions before complete Activity C. complete the questions
Students are to do this activity in pairs.
Tr. to walk around while the students are completing the task. for Activity C and D.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to share their response.
Reading 3.1 Reading 3.1.3 Tr. to get students to look at Activity D.

Students to work in pairs to complete the Exam Task. They are to use the
Understand a Guess the phrases in the useful expression, as well as the matched verbs in Activity
variety of texts by meaning of C to help them.
Eg. I think we should plant some trees.
using a range of unfamiliar words Students are to this activity in pairs.
appropriate reading from clues Tr. to monitor students doing this activity and render help if necessary.
strategies to provided by other POST-LESSON
construct meaning words and by Tr. to get students to do Snow Storm. Teacher to get students to stand in a
circle.
context on an Students are to write one phrase from the useful expression that they can
increased range of remember on a piece of paper.
Students to crush the paper and throw it and the person who catches it will
familiar topics read the useful expression written on the paper.

Lesson: 28 (Writing) Main Skill(s): Writing Theme: HEALTH AND ENVIRONMENT
Nature Useful expressions for an informal email Environment Sustainability

Tr. to get students to look at the pictures on pg. 40 & 41.
Tr. to get students in pairs and get them to discuss the picture. Close-Up differentiation by:
Students to share their thoughts about the picture. Student’s Book,
Writing 4.2 Writing 4.2.4 Begin - How the 3 pictures relate to one another
Outcome
Communicate with to use formal and - What can they do for the environment pg. 40-41
appropriate informal registers Fast finishers can
language, form and appropriate to the LESSON PROPER Close-Up move on to the next
style target audience in Students to read the instructions for Activity A. activity in the
familiar situations Tr. to encourage students to underline any key words and phrases in the pg. 37-38 sequence.
writing task to help them answer the questions.
Students to complete the task individually, but checking of answers should After Activity F, fast
be done as a class. finishers can be given
Tr. to get students to look at Activity B. extension activities
COMP. SKILL(s) COMP. SKILL(s) Students are to read the instructions and underline any key words and from the Vocabulary
phrases in the writing task to help them answer the questions.
Reading 3.1 Reading 3.1.2 Students to write the answer to the questions in their exercise book. and Grammar activities
Tr. to get students to complete the questions independently, but the on p. 38-39 of the
Understand a Understand checking should be done as a class.
variety of texts by specific details and Student’s Book.
Tr. to get students to look at Activity C.
using a range of information in Students are encouraged to read and understand sentences 1 to 4.
appropriate reading longer texts on an Students to read at the email on pg. 40 to determine which of the
sentences are true or false. They are required to look for and underline
strategies to increased range of suitable information in the text to justify their answers.
construct meaning familiar topics Students are to complete the task individually and Tr. to check the answer
as a class.
POST-LESSON
Tr. to give students a set of paper with sentences of what they have done
today.
Students to order the activities that they have done today based on the
sentences.

Nature Useful expressions for an informal email Environment Sustainability

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to give students a piece of paper. Teacher to employ,
Students are required to write information about themselves. 2 out of the 3
information could be the truth and the other one is a lie.
Writing 4.2 Writing 4.2.3 Eg. I have 3 brothers and 4 sisters (True) Student’s Book, Type & Amount of
My mother is a housewife (False)
Communicate with Produce a plan or I am good at Maths. (True) pg. 41 Support
appropriate draft of two Students to walk around the class and get other students to spot which question is
the truth and which is a lie. Tr. to guide the less
language, form and paragraphs or Close-Up proficient students in
LESSON PROPER
style more and modify Tr. to get students to turn to pg. 41 of their Student’s Book, Activity D. Teacher’s Book, planning for an email by
Tr. to remind students that they should always plan prior to writing.
this appropriately Students to look through the example email and write one / two sentences about pg. 38 discussing with them
independently each of the paragraphs next to it. what to include in their
Students to read the descriptions a – d and decide which ones are the closest to their
notes before attempting to do the matching task. email.
Students to complete this activity independently and Tr. to check their answers as a
class.
Tr. to write together with
COMP. SKILL(s) COMP. SKILL(s) Students to look at Activity E, on pg. 41 of their Student’s Book.
the students (Group
Students to read the instructions and understand fully what is required of them.
Writing 4.2 Writing 4.2.1 Students to read the Exam Close-up box and the Exam Task. Dictated Email) with the
Communicate with Punctuate written Students are to underline any information in the Exam Task that they need to include
in their email. less proficient students.
appropriate work with
Tr. to get students to look at Activity F on pg. 41 of their Student’s Book.
language, form and moderate accuracy Students to draw up a plan / brainstorm for ideas on what to write before writing.
Students may refer to the Writing Reference and checklist for emails on pg. 176 to
style help them.
Students to complete task either individually or in pairs.
POST-LESSON
Tr. to give each student a piece of paper. Students to write a question that they have
about the lesson. Students to form two circles, one inner and the other an outer circle.
The student in the outer circle can ask the person in front of them in the inner circle a
question, then switch.

Action)
Topic: Poem- A Fighter’s Language / Grammar Focus: Cross Curricular Element
Lines Words/ phrases related to Patriotism, Patriotism & Citizenship
Courageous and Unity.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to recapitulate with students the previous activity that they did with the poem, A Teacher to employ,
Fighter’s Lines.
Tr. to share the Mahjong papers with the meaning of the different stanzas.
Poem-A differentiation by:
Literature In Action Literature In Action Tr. to give out to the students the KWL worksheets. Fighter’s Lines Task
Students to write what they Know about the poem and what they want to know about,
5.1 Engage with, 5.1.2 Explain A Fighter’s Lines.
respond to and briefly the Tr. to get students to share the ‘K’ of the KWL worksheets.
Mahjong Paper Tr. to provide less
interpret a variety of development of LESSON PROPER and Markers proficient students with
Tr. to give out the poem, A Fighter’s Lines.
literary text types plot, characters Tr. to share the synopsis of the poem with the students.
passage delineating
- An old soldier fighting for the freedom of his country
and themes in a - The persona believes that he is stuck to a wheelchair for the rest of his the themes of the
text life. He is helpless and troubled by the lies that is being told everywhere.
- The persona urges the young to continue the fight and stand together as poem with helping
one people, regardless of their race or religion.
- The older generation’s fight is over and it’s time for the younger words for them to
generation to continue with the fight.
Students to write down the synopsis in their exercise book.
complete the task
Tr. then get the students to discuss in pairs or groups about the themes in the poem.
Tr. to provide an example for students to understand.
Eg. Patriotism
- People in the country have fought a long battle for independence.
- Now that the country is independent, it has to fight another battle, which is
deceit.
In pairs or groups, students to write 2 other themes covered in the poem, A Fighter’s
Lines on a Mahjong paper.
Tr. to get students to do a gallery walk after they have completed writing the themes.
POST-LESSON
Tr. to get students complete the W & L of the KWL worksheet.
Tr. to call on students to share.

UNIT 4
Topic: Special Language / Grammar Focus: Cross Curricular Element
Relationships Vocabulary related to the topic of Values
relationships

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to make as many words from the word, Relationships. Teacher to employ,
Students are to complete the task independently for 5 minutes.
Tr. to get students to share the words that they have made using the letters from the
Reading 3.1 Reading 3.1.1 word, Relationship. Student’s Book, Type & Amount of
Understand a Understand the LESSON PROPER pg. 43-45 Support
variety of texts by main points in Tr. to get students to think of jobs that animals do.
Eg. Donkey, llamas, Camels = carry goods; Elephants = carry logs Tr. to provide the less
using a range of longer texts on an Students to share other jobs that animals do and Tr. to write their response on the Close-Up proficient students with
board.
appropriate reading increased range of Students to write the list of animals and their jobs in their exercise books. Teacher’s Book, possible jobs that dogs
strategies to familiar topics Tr. to get students to turn to pg. 44 of their Student’s Book, Activity A. pg.40 usually do and get
construct meaning Tr. to get students to discuss picture 1 – 3 with a partner on which of the pictures
show that the dog is doing work. them to share during
Tr. to call on students to share their response and justify their answer with the class.
the pair work for
Tr. to get students to look at Activity B.
Students are encouraged to refer to the list of animals and their jobs that they wrote
Activity B.
COMP. SKILL(s) COMP. SKILL(s) in the exercise books. Outcome
Students to work independently and focus on what are the kinds of work that dog
Speaking 2.1 Speaking 2.1.4 usually do. After that, they are to check their answers with their partner. Add on
Communicate Explain own point Tr. to direct students’ attention to Activity C. Fast finishers can
information, ideas, of view Tr. to explain what the students are required to do for Activity C. Tr. to get students to
do the following: -
move on to the next
opinions and - what information they already know (no. of domestic dogs is increasing) activity in the
- look at the picture in the text and paragraph headings.
feelings intelligibly - skim through the text sequence. After
on familiar topics Students to complete Activity C, individually but Tr. to check the answer as a class.
Activity C, fast
POST-LESSON finishers can be given
Tr. to get students to review the lesson by doing a one-minute summary.
Students can do this activity individually or with a partner. the Vocabulary
Students to share their answers.
activities on p.46 of the
Student’s Book.

relationships

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write the word, Relationships. Teacher to employ,
Students to write down the types of relationship that they have.
Eg. Brother and sister, Parents and child and teacher and student.
Reading 3.1 Reading 3.1.2 Students to work with a partner to come up with the list of relationship that exist. Student’s Book, Outcome
Tr. to get the different pairs to share what they have discussed.
Understand a Understand pg.44-45
variety of texts by specific details and LESSON PROPER
Tr. to get students to turn to pg. 44 of their Student’s Book. Compulsory +
using a range of information in Tr. to direct students’ attention to the words in the Word Focus. Close-Up Optional
Tr. to get students to look at the words and phrases in red and get them to find the
appropriate reading longer texts on an meaning of the words by reading the use of the words in the sentence / how it is used Teacher’s Book,
in context.
strategies to increased range of pg.40 -41 Fast finishers can
construct meaning familiar topics Tr. to get students to read the information in the Exam Close-up box.
Students are allowed to look up for the meaning of the words that they do not move on to the next
understand in the dictionary.
Students are reminded to underline the key words in the ten sentences that will help activity in the
them to locate the answer.
Students to complete Activity D, independently and Tr. to check their answers as a
sequence. After
COMP. SKILL(s) COMP. SKILL(s) class. Activity E, fast finishers
Reading 3.1 Reading 3.1.3 Tr. to get students to look at Activity E. can be given the
Understand a Guess the Tr. to model the pronunciation for the words in the yellow.
Tr. to correct students’ pronunciation if the words have been mispronounced.
Vocabulary activities
variety of texts by meaning of Students are to find the underlined words in the text and choose the words that have on p.46 and/or p. 50 of
the closest meanings based on its usage in the text.
using a range of unfamiliar words Students to complete the activity individually. the Student’s Book.
Tr. to get students to share their response with the class.
appropriate reading from clues
strategies to provided by other POST-LESSON
Tr. to get students to discuss the questions in Ideas Focus on pg. 45.
construct meaning words and by Students are given a choice to do the discussion individually, pairs or groups of 4.
Tr. to provide support if the need arises.
context on an Tr. to provide comments and feedback to the whole class on their use of vocabulary
increased range of related to the topic of relationships.
familiar topics

Awareness)
Relationships Relative clauses Values

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to ask the following questions randomly to students. Teacher to employ,
Students to answer at least one of the following questions.
- What is the neighbourhood where you live called?
This is a grammar- This is a grammar- - Do you know any pets which help their owners? Student’s Book, Outcome
- How old were you when you met your best friend?
focused lesson so focused lesson so - Is there anyone in your family who has travelled to Asia? pg.47
listening, speaking, listening, speaking, Tr. to explain to students that these questions use relative clauses and that this is the
grammar item that they will be learning about in this lesson. Compulsory +
reading and writing reading and writing Close-Up Optional
LESSON PROPER
skills are not skills are not Tr. to get students to turn to pg. 47 of their Student’s Book, Activity A. Teacher’s Book, Fast finishers can
Tr. to instruct students to read the instructions.
explicitly covered. explicitly covered. Student to complete the questions independently. pg.42 move on to the next
activity in the
Tr. to direct students to Activity B.
Tr. to inform students to read the sentences in Activity A to help them find the sequence. After
answers for Activity B.
Tr. to reiterate that there is only one correct answer for each question.
Grammar Activity C,
Tr. to explain to students that relative pronouns are words which refer to another fast finishers can be
noun in a sentence containing a relative clause.
Students to complete the task individually. given other activities in
Tr. to check the answers with the class.
the textbook not
Tr. to get students to look at Activity C. covered in the
Tr. to get students to read and understand what they have to do for Activity C.
Students to discuss the difference in meaning with a partner. Learning Outline (i.e.
Tr. to call on students to share their answers regarding the difference.
activities E-G).
Tr. then get students to look at Activity D.
Tr. to ask students to read sentences A and B and explain them to the students.
See also p.50-51 in
Students to complete the task individually. Student’s Book for
Tr. to get students to provide answers to the questions.
further vocabulary and
POST-LESSON
Tr. to get students to write one sentence using the relative pronouns.
grammar activities that
Students to write their sentences on the mahjong paper pasted on the 4 corners of can be used as
the classroom. (Graffiti Wall)
Tr. to review the sentences that the students had written. extension tasks and/or
homework.

relationships

Tr. to get students to form a line. (Broken Telephone)
Tr. to whisper a sentence with the first person in the line. Close-Up differentiation by:
The first person then whispers to the next person what she / he heard from Student’s Book,
Listening 1.1 Listening 1.1.3 the Tr.
Type & Amount of
Understand Recognise with This continues till the last student standing in the line. pg.48 Support
Tr. to get this last student to share the sentence that he / she heard.
meaning in a variety little or no support Tr. can do this a few times. Less proficient students are
of familiar contexts attitudes or Close-Up given the meaning of the
LESSON PROPER Teacher’s Book, difficult words that the Tr.
opinions in longer Tr. to get students to turn to pg. 48 of their Student’s Book, Activity A.
texts on an Tr. to get students to work in pairs. pg.43 thinks they have difficulty
One of the pair is to look at the top picture and the other the bottom understanding.
increased range of picture.
familiar topics Tr. to get students to think of the following questions: - Student’s Book
- describe the situation/s Audio CD
- make a guess what had happened prior to the pictures being
COMP. SKILL(s) COMP. SKILL(s) taken Type of questions
- what are the emotions exhibit by the students
Tr. to monitor students’ responses and provide help, if and when asked
necessary. Tr. to get the less proficient
Speaking 2.3 Use Speaking 2.3.1 Tr. to get students to share their responses with the class.
appropriate Keep interaction students to do a matching
Tr. to direct students to Activity B of their Student’s Book. activity for Activity B
communication going in longer Tr. to get students to read the instructions for Activity B and make sure that instead of having to choose
strategies exchanges by they understood what is required of them. between a or b.
Tr. to play the audio recording and get students to write down their
asking a speaker answers to the questions.
to slow down, Tr. to play the recording again and get the students to fill in any missing
answers.
speak up or to Students to check their answer with a partner and clarify and justify their
repeat what they answers, if it is different from their partner.
Tr. to check the answers as a class.
have said
POST-LESSON
Tr. to get students to write what they have learnt during the lesson.
Students to give it to the person sitting next to them.
The partner to read what is written on the paper.

relationships

Tr. to get students to play a game where they have to write the longest
word/s associated with the theme of Emotion. Close-Up differentiation by:
Tr. to get students to work in pairs. Student’s Book,
Listening 1.2 Use Listening 1.2.1 The pair with the longest ‘Emotion’ theme word, wins
Instruction &
appropriate listening Guess the pg.48 Feedback
LESSON PROPER
strategies in a meaning of Tr. to get students to turn to pg. 48 of their Student’s Book, Activity C.
variety of contexts unfamiliar words Tr. to get students to read the information in the Exam Close-up box. Tr, to Close-Up To support less confident
explain if students have any questions regarding it. Teacher’s Book,
from clues Tr. to share with students how the phrases in B are paraphrased based on students, pause the
provided by other what the speaker said. pg.44 listening track at selected
Tr. to highlight that when we speak, the listeners are able to detect / feel intervals to allow thinking
words and by how we are feeling or what our emotions are about the subject.
context on an Students are to read the six sentences in the Exam Task. They are to Student’s Book time and guide these
increased range of underline the key words and think of synonyms of the words that they Audio CD students to write the
might hear in the recording.
familiar topics appropriate answer.
Tr. to get students to read the instructions for Activity D.
COMP. SKILL(s) COMP. SKILL(s) Tr. to explain that students will hear a conversation between Danny and
Speaking 2.1 Speaking 2.1.1 Cathy about the different people in their family.
Students are to write T (true) or F (false) for each of the sentence.
Communicate Paraphrase short Tr. to play the recording once through and get students to answer the
information, ideas, simple texts questions.
Students to check their answers with a partner and to justify any answers
opinions and they have that are different.
Tr. to play the recording again and get students to check their answers and
on familiar topics to fill in any missing answers.
Tr. to check the answers as a class and ask students to justify their
answers.
POST-LESSON
Tr. to get students to play, Beat the Clock.
Tr. to ask a question based on the lesson. Students have 10 seconds to
confer with their peers before the Tr. calls on any students to answer.

Relationships Useful expressions for giving advice Values

Tr. to write 3 advice and suggestions on the board.
Eg. Your friend is weak in Mathematics. What advice would you give Close-Up differentiation by:
him/her? Student’s Book,
Speaking 2.1 Speaking 2.1.4 Lisa doesn’t know what to wear for a party. What suggestion do you have?
Learning Preference
Communicate Explain own point James is at a restaurant. What should he order? pg.49 & Needs
Tr. to get students to discuss in pairs about the advice, suggestions and
information, ideas, of view orders they would give to their friends. Less proficient
opinions and Students to share their advice, suggestions and orders with the class. Close-Up students are given
feelings intelligibly LESSON PROPER
Teacher’s Book, fewer questions to do
on familiar topics Tr. to get students to turn to pg. 49 of their Student’s Book, Activity A. pg.44 for Activity A and B.
Tr. to get students to read the instructions for Activity A.
Students to read the questions and fully understand the question before
doing Activity A. Fast Finishers can be
Students to work in pairs and take turns to answer the questions. Student’s Book
Tr. to walk around to monitor students doing Activity A. assigned all the
COMP. SKILL(s) COMP. SKILL(s) Tr. to take note of any errors or good responses given by the students. Audio questions listed for
Tr. to get each pair to answer one of the questions, until every pair has CD
Listening 1.1 Listening 1.1.3 their turn to answer. them to complete.
Tr. to share good response given by the students during the walk about
Understand Recognise with and also structural or pronunciation made and correct them.
meaning in a variety little or no support
Tr. to direct student to Activity B of their Student’s Book.
of familiar contexts attitudes or Students to read the instructions and sentences 1 to 6.
opinions in longer Tr. to explain to the students what they are required to do for this activity.
Tr. to play the recording once and get students to write down their answer.
texts on an Tr. then stops the recording and get students to share with a partner their
increased range of answer to the questions and justify any answers that are different.
Tr. to play the recording for the 2nd time.
familiar topics Students to fill in any missing answer.
Tr. to get students to share their answers with the class.
POST-LESSON
Tr. to get students to write down different sentences that give advice,
orders or suggestions, individually.
Tr. to get students to share their sentences with a partner before asking
students to share their sentences with the class.

Relationships Useful expressions for giving advice Values

Tr. to get students to complete a Word Search on the different words used
when giving opinion, advice or opinion. Close-Up differentiation by:
Tr. to walk around and monitor the students’ work. Student’s Book,
Speaking 2.1 Speaking 2.1.3 Students to share the words that they have found in the Word Search
Learning Preference
Communicate Describe future worksheets. pg.49 & Needs
information, ideas, plans and LESSON PROPER Tr. to pair the less
opinions and ambitions Tr. to get students to turn to pg. 49 of their Student’s Book, Activity C. Close-Up proficient students with
Students to read the information in the Exam Close-up box and ask the Tr. Teacher’s Book,
feelings intelligibly any questions that they are unclear of. the Fast Finishers so
on familiar topics Tr. to direct students’ attention to Useful Expression. pg.44 that the Fast Finishers
Students are reminded that the expressions listed are used to provide
advice, state their opinions in a helpful and supportive way. Add that using can help and motivate
imperatives to give advice or opinion is not suitable. the less proficient
Tr. to get students to work with a partner and discuss what would be best students.
for Mark to do (Exam Task). Remind students to use the phrases in the
Useful Expression to help them.
Type & Amount of
Tr. to walk around the classroom to monitor students doing their work and Support
take note of the good sentences that they made and their mistakes.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get each pair to share their solution to the problem and reasons why
Tr. to provide the less
Listening 1.1 Listening 1.1.4 they have chosen that. proficient students with
Understand Understand Tr. to get students to share their responses and remind them that there is
sentence starters and
meaning in a variety independently no right or wrong answer. The important thing is for them to provide a possible problems that
logical explanation for their choice of answer.
of familiar contexts longer sequences Tr. to share the good advice that some of the pairs made.
Mark faces and
of classroom Tr. to also highlight the common structural or pronunciation mistakes made possible advice or
by the students if there are any.
instructions suggestions for Mark.
POST-LESSON Less proficient
Tr. to get students to write down different sentences that give advice,
orders or suggestions, individually.
students would just
Tr. to get students to share their sentences with a partner before asking have to choose and
students to share their sentences with the class.
share.

Relationships Words/expressions for telling a story Values

Tr. to get students to get into pairs.
Students to discuss how a story should be organised with their partner. Close-Up differentiation by:
Students to write their responses in their exercise books. Student’s Book,
Writing 4.1 Writing 4.1.3 Tr. to refer students to turn to pg. 52 of their Student’s Book, Learning
Outcome
Communicate Summarise the Focus. pg. 52
intelligibly through main points and With a partner, they check what they have written with what is written in Add on
the Learning Focus section. Fast finishers can move on
print and digital explain key details Tr. to get students to share the differences and similarities between their Close-Up to the next activity in the
list and the Learning Focus list. Teacher’s Book,
media on familiar in of a story, text or sequence. After Activity D,
topics plot LESSON PROPER pg. 46-47 fast finishers can be given
Tr. to get students to turn to pg. 52 of their Student’s Book, Activity A. activities from the
Students to read the words highlighted in yellow and read them aloud.
Tr. to correct students’ pronunciation if necessary.
Vocabulary and Grammar
Students are to read sentences 1 to 6 to understand the gist of the activities on p. 50-51 of the
sentence and which of the highlighted word is suitable to fill in the blanks. Student’s Book.
Students to complete Activity A independently, and compare their answers
COMP. SKILL(s) COMP. SKILL(s) once they have finished. Tr. to check the answers as a class.
Type & Amount of
Support
Students to look at Activity B of the Student’s Book. Tr. to provide the less
Reading 3.1 Reading 3.1.1 Students to read the instructions, complete the activity independently and
Understand a Understand the write down their answers in their exercise books. Tr. to check the answers proficient students with the
as a class. meaning of difficult words
variety of texts by main points in for Activity A to D. This is to
using a range of longer texts on an Tr. to direct students to Activity C of the Student’s Book. Students to read help them complete the
the instructions and complete the activity individually. Tr. to check the
appropriate reading increased range of answers as a class. written work with ease.
strategies to familiar topics Alternatively, Tr. can group
construct meaning Tr. to get students to read the instructions for Activity D. Students to the less proficient students
complete the activity independently. Tr. to check the answers as a class. together and guide them in
POST-LESSON completing Activity A to D.
Tr. to get students to work in pairs to write a summary headline for the
lesson that they have learned. Each pair to write at least two headlines.
Tr. to get each pair to write their headlines on a graffiti wall.
Tr. and students to review the headlines written.

Relationships Using adjectives Values

Tr. to get students to play circle game.
Students to sit on chairs and form a circle, except for one person. This Close-Up differentiation by:
student to stand in the middle of the circle. Student’s Book,
Writing 4.1 Writing 4.1.5 The student in the middle to call out one instruction.
Outcome
Communicate Organise, Eg. Change if you are wearing spectacles. pg. 53
intelligibly through sequence and All the people wearing spectacles must stand up and change places. Add on
The last person left standing without a chair, calls out another instruction. Fast finishers can move on
print and digital develop ideas Keep playing for a few minutes. Close-Up to the next activity in the
media on familiar within short texts LESSON PROPER
Teacher’s Book, sequence. After Activity H,
topics on familiar topics Tr. to get students to turn to pg. 53 of their Student’s Book, Activity E. pg. 47 fast finishers can be given
Students to read the words in the Useful expressions. activities from the
Students to read the five sentences and think about which of the words
listed in the Useful expressions is suitable. Tr. to highlight that there might
Vocabulary and Grammar
be more than one answer. Students to complete Activity E, independently activities on p. 50-51 of the
and compare their answers with a partner. Student’s Book.
Tr. to check the answers as a class.
Type & Amount of
For Activity F, students are to read the Exam Task and write down answer Support
to the question. Tr. to check the answer as a class.
Less proficient students are
For Activity G, students are to read the information in the Exam Close-up given sentence starters to
box. Students are reminded to look again at the Exam Task, then read and help them in their writing.
underline the important words in the Exam Close-up box.
Students to work in pairs to brainstorm for ideas to write for the beginning,
middle and end of the story. Alternatively, they can be
COMP. SKILL(s) COMP. SKILL(s) Students to share their ideas with the class. given a model composition
with missing words. These
Speaking 2.1 Speaking 2.1.2 Tr. to get students to write the Exam Task in pairs, groups or individually. less proficient students to
Communicate Ask about and Tr. to collect students’ work at the end of the lesson.
fill in the blanks with
information, ideas, explain simple POST-LESSON suitable words / phrase
opinions and processes Tr. to get students to write 3 things that they have learnt, 2 things that they provided.
think can be improved and 1 activity that they liked.
feelings intelligibly Tr. to call on different students to share.
on familiar topics

Action)
Lines Words/ phrases related to Patriotism, Patriotism & Citizenship
Courageous and Unity.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) One person comes to the front and starts to draw a picture. Teacher to employ,
The students must try to guess what the picture is before the person has
finished drawing it.
Poem-A differentiation by:
Literature In Action Literature In Action The person who guesses correctly comes to the front to draw another Fighter’s Lines Type & Amount of
picture.
5.1 Engage with, 5.1.2 Explain Tr. to get students to do this for a few minutes. Support
respond to and briefly the LESSON PROPER
Mahjong Paper Tr. to provide less
interpret a variety of development of Tr. to get help from students to distribute the poem, A Fighter’s Lines. and Markers proficient students
Tr. to elicit from the students the setting for the poem.
literary text types plot, characters Tr. to ask students the following questions: -
jumbled up phrases for
- What does the environment look like?
and themes in a - What type of weather is happening? the setting, tone and
text -
-
Are there any specific holidays or events happening?
What year is it? values. Students to
- Is it during the day or at night?
Students to work in pairs, read the poem and determine the setting based on the rearrange them to suit
questions on a mahjong paper.
Possible answer: Setting – after gaining independence
the different headings
and write them out in
Tr. to get students to discuss the tone of the poem. Remind students that authors
create tone through two primary literary elements, diction and syntax, yet it is also the Mahjong Paper.
enhanced by details, imagery, and figurative language.
Students to work in pairs, read the poem and determine the tone based on literary
elements, diction, syntax, imagery and figurative language and write it on a mahjong
paper.
Possible answer: Stanza 1- sad & weary Stanza 2-helplessness, anger & contempt
Stanza 3 – serious and demanding Stanza 4 -continue the fight against injustice
Tr. then moves on to get students to read the poem again and elicit the values
embedded in the poem through the choice of words. Students to write the values
found in the poem on a mahjong paper.
Possible answer:
- Be brave to uphold justice
- Sacrifices must be made to achieve independence
- We have to be united to preserve our freedom
POST-LESSON
Tr. to get students to paste their mahjong paper on the classroom wall. Students to
do a gallery walk and see what their friends have written.
Tr. to highlight the good work done by the students in coming up with the setting, tone
and values of the poem, A Fighter’s Lines.

UNIT 5
Lesson: 41 (Reading) Main Skill(s): Reading Theme: SCIENCE AND TECHNOLOGY
Topic: A Place to Call Language / Grammar Focus: Cross Curricular Element
Home Home related vocabulary Science & Technology

Tr. to show students pictures of homes like terrace house, semi-D,
condominiums, kampung houses and flats. Close-Up differentiation by:
Reading 3.1 Reading 3.1.4 Use Tr. to get students to provide the names of the houses. Student’s Book, Outcome
Tr. should share the difference between the houses. pg. 57-58
Understand a independently Tr. to get students to share with a partner the picture of cave Add-on
variety of texts by familiar print and houses in Turkey. Fast finishers can
using a range of digital resources to Students to discuss the features of the cave houses and Close-Up move on to the next
difference between the cave houses and the house that they live Teacher’s Book,
appropriate reading check meaning in. activity in the
strategies to and extend Tr. to get students to share with the class. pg.51 sequence. After
construct meaning understanding Activity B, fast finishers
LESSON PROPER
Tr. to get students to turn to pg. 59 of their Student’s Book, Activity A. can be given the
Tr. to ask students to read the instructions and ensure that they
understand what they are required to do.
Students to complete Activity A individually, once completed, students to on p.60 of the
check with their partner to compare their answers.
Tr. to check the answers to Activity A with the class as a whole.
Student’s Book.
COMP. SKILL(s) COMP. SKILL(s) Type & Amount of
Tr. to direct students to Activity B of the Student’s Book.
Students to read the instructions and ensure that they understood what is
Support
Speaking 2.1 Speaking 2.1.4 required of them. Tr. to provide less
Tr. to explain that they are to do the activity in pairs and share with their
Communicate Explain own point partner about a building problem that they have at home. Their partner to proficiency students
information, ideas, of view suggest who should they call for help. with meaning of the
Students can refer to pg. 58 (builder, cleaner, electrician, painter,
opinions and plumber). words in which the Tr.
feelings intelligibly Tr. to walk around the class while students are completing Activity B. thinks that they might
Tr. to get each pair to share and explain their answer and ensure that
on familiar topics every pair has a chance to share. have problems
understanding for
POST-LESSON Activity A.
Tr. to do a quiz about homes with the students.

Home Home related vocabulary Science & Technology

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to ask students to look at the pictures on page 58 and ask them to describe Teacher to employ,
what the people in them are doing. Ask them if they know what the jobs are that the
people are doing and encourage them to think about the sort of problems that they
Reading 3.1 Reading 3.1.2 have to deal with. Student’s Book, Outcome
Understand a Understand LESSON PROPER pg. 59 Add-on
variety of texts by specific details and Tr. to get students to turn to pg. 59 of their Student’s Book, Activity C.
Students to read the instructions for Activity C. Ensure that students are aware what Fast finishers can
using a range of information in is required of them. Close-Up move on to the next
Students to complete the task independently and Tr. to check the answers as a class.
appropriate reading longer texts on an Teacher’s Book, activity in the
Students are then asked to look at Word Focus on pg. 59.
strategies to increased range of Students to re-read the sentences in which they are found in. Students are reminded pg.51- 52 sequence. After
construct meaning familiar topics to guess the meaning of the word by looking at how it is used in the sentence.
Students to work in pairs to decide the meaning of each word. Activity D, fast
Tr. to model the correct pronunciation and students to pronounce the words. Correct
the pronunciation if necessary.
finishers can be given
Tr. to direct students to Activity D of their Student’s Book, pg. 59.
Students should read the Exam Close-up box about eliminating answers. on p.60 and p.64 of the
Explain that these tips are important as they provide important information to help
them in the exam.
Student’s Book.
COMP. SKILL(s) COMP. SKILL(s) Students should then read sentences and questions 1-5 in the Exam Task and
underline the key words.
Learning Preference
Students to read the Exam Task again and the five texts. & Needs
Students to read each of the options a- с after each f the sentences or questions
Speaking 2.1 Speaking 2.1.4 and then choose the correct answer. For the Exam Task,
Communicate Explain own point Students to complete Activity D independently but Tr. to check the answer as a class. the less proficient
information, ideas, of view Tr. to direct students to Ideas Focus section and get them to read the question. students are allowed to
Tr. to explain to students the unfamiliar words.
opinions and Students to work in pairs and are encouraged to use their own experience to support choose the questions
feelings intelligibly their opinions.
Tr. to monitor students doing this Activity.
that they would like to
on familiar topics The different pairs to share their ideas and Tr. To encourage class discussion. answer based on their
POST-LESSON proficiency to answer
Students to do a one-minute summary of what they learnt.
those question.

Lesson: 43 (Language Main Skill(s): Language Awareness Theme: SCIENCE AND TECHNOLOGY
Awareness)
Home Future forms (will, be going to) Science & Technology

Tr. to ask students to look at the pictures on page 61at the corner of pg.
61. Close-Up differentiation by:
Students to imagine that they are going to visit it. Student’s Book,
This is a grammar- This is a grammar- Tr. to ask to work in pairs and say what it will be like and what they might
Outcome
focused lesson so focused lesson so be able to see and do there. pg. 61
listening, speaking, listening, speaking, LESSON PROPER Compulsory +
reading and writing reading and writing Tr. to get students to turn to pg. 61 of their Student’s Book, Activity A. Close-Up Optional
Students to read the instructions for Activity A. Teacher’s Book,
skills are not skills are not Students to read sentences 1 – 7 and clarify any questions that they might Fast finishers can
explicitly covered. explicitly covered. have. pg.53 move on to the next
Students to do the questions individually and Tr. to check the answers as a
class. activity in the
Tr. to get students to look at Activity B of the Student’s Book.
sequence. After
Students to read the instructions and ensure that they understand what is Grammar Activity D,
required of them. fast finishers can be
Students to read sentences a-g and then re-read sentences 1 to 7 in
Activity A. given other activities in
Students to complete Activity B individually and Tr. to check the answer as the textbook not
a class.
covered in the
Tr. to get students to look at Activity C of the Student’s Book. Learning Outline (i.e.
Students to read sentences 1 and 2 and ensure that they understand fully
what they are expected to do. activities E-G).
Students are required to make the sentences negative. See also p.64-65 in
Students to complete this activity individually but Tr. to check the answer
as a class. Student’s Book for
Tr. to get students to look at Activity D of the Student’s Book.
further vocabulary and
Students to read sentences (a) and (b) and clarify students’ doubts that grammar activities that
they have. can be used as
Students to complete the activity individually and Tr. to check the answer
as a class. extension tasks and/or
POST-LESSON
homework.
Tr. to get students to make a sentence using the future form and share it
with the class.

Lesson: 44 (Listening) Main Skill(s): Listening Theme: SCIENCE AND TECHNOLOGY
Home Home-related vocabulary Science & Technology

Tr. share with the students the story, 3 little pigs.
Tr. to elicit from students the materials that the pigs used to make a house. Close-Up differentiation by:
Tr. to get students to discuss the following questions in pairs: - Student’s Book,
Listening 1.2 Use Listening 1.2.1 - What the materials used by the 3 pigs to make a house?
Instruction &
appropriate listening Guess the - Why do people need a house? pg. 60 & 62 Feedback
- What are the materials used to make houses now?
strategies in a meaning of Less proficient
variety of contexts unfamiliar words LESSON PROPER Close-Up students are given a
from clues Students to read the instructions for Activity A. glossary containing the
provided by other Students to read the words highlighted in yellow word bank and pronounce pg.53- 54 meaning of the words
the words.
words and by Students are reminded to look at the pictures 1 to 6 before labelling the highlighted in yellow.
context on an pictures. Student’s Book Task
Students to complete the Activity independently and Tr. to check the Audio CD
increased range of answers as a class.
familiar topics
Tr. to get students to read the instructions, words and phrases 1 to 5.
COMP. SKILL(s) COMP. SKILL(s) Students to clarify their understanding of the words or phrases if they do
Less proficient
Reading 3.1 Reading 3.1.3 not understand. students are allowed to
Tr. to play the recording once and get students to choose the best
Understand a Guess the definition for the underlined words.
match the words to the
variety of texts by meaning of Students to compare their answers with a partner. correct meaning for
using a range of unfamiliar words Tr. to direct students to Activity C of the Student’s Book.
Activity B.
appropriate reading from clues Tr. to play the recording again and ask students to check their answers or They are also to
complete any missing answers.
strategies to provided by other Students to discuss with a partner how they knew which was the correct
complete only 3 out of
construct meaning words and by answer, for example crushing and trapping in 1a match fell on top and the 5 questions.
couldn't escape in 1b.
context on an Tr. to check the answers as a class.
increased range of
familiar topics POST-LESSON
Tr. to get students to make a sentence using the future form and share it
with the class.

Home Home-related vocabulary Science & Technology

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. show students the long house of the Iban people. Teacher to employ,
Students to discuss the following questions: -
- What is the house made from?
Listening 1.3 Listening 1.3.1 - What is the long house use for? Student’s Book, Type & Amount of
- How many rooms are there in the long house?
Recognise features Recognise with Tr. to get students to do the activity in pairs and share their discussion with the class. pg. 62 Support
of spoken genres on support typical LESSON PROPER Tr. to read the listening
familiar topics features at word, Tr. to get students to turn to pg. 61 of their Student’s Book, Activity D. Close-Up text and stop at
Students to read the information in Exam Close-up.
sentence and text Students are reminded that they should focus on understanding the general meaning Teacher’s Book, appropriate juncture to
of the text being read instead of individual word.
levels of a small Students are to read to quickly look at the Exam Task and see if there are any words pg.54 get students to write
number of spoken that they do not understand.
Students to read the instructions and check that they understand what they have to down the answer.
genres do. Student’s Book
Tr. to get students to think about what the listening task might involve from what they
COMP. SKILL(s) COMP. SKILL(s) have read in the Exam Close-up box. Audio CD Time
Speaking 2.1 Speaking 2.1.4 Tr. to direct students’ attention to Activity E of their Student’s Book. Tr. to give the less
Communicate Explain own point Students to read the instructions in the Exam Task.
Tr. to explain that they are going to listen to an interview between some students and
proficient students
information, ideas, of view an engineer. more time to complete
Students are to select the best answer a, b or с for questions 1-6.
opinions and Tr. to play the recording once all the way through and ask students to write their the given task.
feelings intelligibly answers. Then ask students to compare their answers with a partner.
on familiar topics Tr. to play the recording again and ask students to check their answers and to decide
on any answers they haven't already chosen.
Tr. to check the answers as a class. (Activity F)
Tr. to get students to look at Idea Focus on pg. 60 of their Student’s Book.
Students to read the questions and Tr. to explain to students the unfamiliar words.
Students are to work in pairs to answer the questions and encourage them to use
their own experience to help them support their opinions.
Monitor students to make sure they are doing the task correctly and make notes for
errors.
Tr. to get the different pairs to share their ideas and encourage class discussion.
POST-LESSON
Tr. to get students to answer riddles on the topic of houses.

Lesson: 46 (Speaking) Main Skill(s): Speaking Theme: SCIENCE AND TECHNOLOGY
Home Home-related vocabulary and expressions Science & Technology

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. get students to play find the person who… Teacher to employ,
Students are to find friends in the class who live in a terrace house, a condominium, a
bungalow, long house and etc.
Speaking 2.1 Speaking 2.1.4 Students to write sentences with them. Student’s Book, Task
Eg. Sophie lives in a long house. Dawood lives in a terrace house.
Communicate Explain own point Tr. to pick on students to share what they have written. pg. 63
information, ideas, of view LESSON PROPER For Activity A, less
opinions and Tr. to get students to turn to pg. 63 of their Student’s Book. Close-Up proficient students are
Students to read the Useful Expressions.
feelings intelligibly Tr. to highlight that these expressions will help them to talk about their homes. Teacher’s Book, given model sentences
on familiar topics Tr. to direct students’ attention to Activity A in their Student’s Book. pg.54 for them to share
Students to read the questions and clarify any questions that they have with the
teacher. during the pair work.
Tr. to get students to work in pairs and take turns to answer the questions.
Tr. to monitor students when they are doing the activity.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to share their response to the questions in Activity A. For Activity B, less
Speaking 2.3 Use Speaking 2.3.1 Tr. to get students to look at Activity B of their Student’s Book. proficient have to only
appropriate Keep interaction Students to look at the instructions & phrases for Activity B.
match 5 out of ten
Students to clarify any questions regarding the instructions and phrases.
communication going in longer Students to complete Activity B individually and Tr. to check the answers as a class.
questions.
strategies exchanges by Tr. to direct students’ attention to Activity C of their Student’s Book.
asking a speaker Students to read the instructions and discuss who will take on the role of Student A
and who will be Student B.
to slow down, Students are reminded to take turns during the speaking activity and ask any
questions to their partner if they have any.
speak up or to Students to allow their partners to finish their sharing before asking questions.
repeat what they Tr. to walk around to ensure that students are doing the activity as instructed.
Tr. to get each pair to share their responses with the class.
have said Tr. to ensure that every pair gets a chance to share.
POST-LESSON
Tr. to get students to do ABC Brainstorming.
Students to use the letters from the word HOME, to summarise what they have learnt.
H- Home is where the heart is, O – Own or rented, M – Modern kitchen & E-
Expensive
Tr. to get students to share what they have written.


Tr. get students to do a free activity.
Eg. read a book, talk to a friend, drawing, walk around the class or other Close-Up differentiation by:
permissible free activity. Student’s Book,
Speaking 2.1 Speaking 2.1.5 Type & Amount of
Communicate Express and LESSON PROPER pg. 63 Support
Tr. to get students to turn to pg. 63 of their Student’s Book, Activity D.
information, ideas, respond to Tr. to get students to read the information in the Exam Close- up box. The less proficient
opinions and common feelings Students to clarify any doubts that they have regarding what they have Close-Up students are given
read with the Tr. Teacher’s Book,
feelings intelligibly such as Tr. to get students to read the Exam Task and understand what is model sentences for
on familiar topics happiness, expected of them. pg.55 them to speak on for
Tr. to highlight to the students the importance of taking some time to do an
sadness, surprise ‘internal brainstorming before speaking. This is to done to organise their Activity D.
and interest ideas.
Students are encouraged to have at least 3 different questions about their
COMP. SKILL(s) COMP. SKILL(s) partner’s house, apartment or neighbourhood and write them down in their For the Ideas Focus
Speaking 2.3 Use Speaking 2.3.1 exercise books. Activity, less proficient
Students are reminded to take turns to speak and ask questions.
appropriate Keep interaction Tr. to walk around while students are doing this activity to ensure that the students are given
communication going in longer activity is properly done and make a mental note of who to share their possible places that
responses during the discussion.
strategies exchanges by Tr. to select the different pairs to share with the class. they could live it.
asking a speaker Alternatively, instead
Tr. to get students to look at the Ideas Focus at the bottom of pg. 63.
to slow down, In pairs, Tr. to get students to discuss the question; of writing, the less
speak up or to - If they could live anywhere in the world, where do they choose to proficient students are
live and why.
repeat what they Tr. to get students to do this activity in pairs. allowed to draw /
have said Tr. to get each pair to write their responses on a Mahjong Paper. sketch their response.
Each pair Mahjong paper to be pasted on the wall.
POST-LESSON Tr. to call on more Fast

Tr. to get students to do a Gallery Walk.
Students to see what their friends have written. Finishers to share as
Students are given stickers to vote for the best idea.
Students to stick the stickers on the Mahjong Paper.
compared to the less
The Mahjong Paper with the most stickers wins. proficient students.

Lesson: 48 (Writing) Main Skill(s): Speaking Theme: SCIENCE AND TECHNOLOGY

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. show share a brief history of communication with the students. Teacher to employ,
-
Greeks,
3 500 B.C started with the Phoenicians who invented the alphabets, 1 775 Close-Up differentiation by:
Writing 4.1 Writing 4.1.5 1 2770 first encyclopaedia written, 900 B.C. postal service in China, 776 B.C. Homing Student’s Book, Outcome
pigeons sent the 1st letter announcing the winner of the Olympics, 1650 – 1st
Communicate Organise, newspaper was printed in Germany. pg. 63
intelligibly through sequence and Tr. to get students to work in pairs to discuss the various means of communication Compulsory +
that we have today.
print and digital develop ideas Students to share their responses with the class. Close-Up Optional
media on familiar within short texts LESSON PROPER Teacher’s Book, Fast finishers can
topics on familiar topics Tr. to get students to turn to pg. 66 of their Student’s Book, Activity A.
pg.55 move on to the next
Tr. to get students to read the instructions for Activity A, as well as questions 1 to 6
and the sentence starters. activity in the
Tr. to explain that students should take note of the sentence starters when
formulating the sentence for different questions.
sequence. After
Tr. to get students to do Activity A, individually and check their answer with a partner Activity D, fast
once they have completed.
Tr. to call on students to share their sentences. finishers can be given
Tr. to direct students’ attention to Activity B of the Student’s Book. extension activities
Tr. to explain to the students that for this Activity, they would have to read the letter
from Robbie and underline what the sentences that they have to respond to.
from the Vocabulary
Tr. to give students a few minutes to complete the Activity and then share the and Grammar activities
sentences that students are supposed to underline as a class.
on pg. 64-65 of the
Students then to refer to Activity C of the Student’s Book.
Students are to read the instructions and fully understand what is expected of them.
Student’s Book.
COMP. SKILL(s) COMP. SKILL(s) Students to work in pairs to think of responses that they would give to Robbie’s letter.
Tr. to call on certain students to share their responses and write their responses on
Type of questions
the white board. asked
Reading 3.1 Reading 3.1.1 For Activity D, students to check their responses with the one’s written by Kirk. For Activity A, the less
Understand a Understand the Students to find the similarities and differences between their responses and the one
in the Student’s Book.
proficient students are
variety of texts by main points in Tr. to call on different students to share. given sentences and
using a range of longer texts on an POST-LESSON helping words to write.
Students to write one sentence summary of what they have learnt.
appropriate reading increased range of Tr .to call on students to share. For Activity B, less
strategies to familiar topics proficient students are
construct meaning asked to underline only
2 sentences.

Lesson: 49 (Writing) Main Skill(s): Speaking Theme: SCIENCE AND TECHNOLOGY

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to discuss on a topic. Teacher to employ,
Students to discuss on the following questions: -
- Have they written email / letters to friends or relatives.
Writing 4.2 Writing 4.2.4 Begin - Which means of communication do they usually use, letters, emails, text Student’s Book, Outcome
or video calls and why.
Communicate with to use formal and Tr. to get students to share their responses with the class. pg. 67 Add on
appropriate informal registers LESSON PROPER Fast finishers can
language, form and appropriate to the Tr. to get students to turn to pg. 67 of their Student’s Book, Activity E. Close-Up move on to the next
Tr. to get students to read the instructions for Activity E as well as the questions.
style target audience in Tr. to explain the meaning of unfamiliar words to enable students to complete the Teacher’s Book, activity in the
activity.
familiar situations Students to do the activity independently, and check their answers with a partner. pg.57-58 sequence. After
Students then look at Activity F of the Student’s Book. Activity H, fast
Students to read the instructions and clarify with the teacher what they are unclear of
about the task or words in the activity.
Students are reminded that having a plan, is essential prior to writing. extension activities
Students to complete the activity individually but Tr. to check the answer as a class.
from the Vocabulary
Tr. to get students to read the information in the Exam Close-up box.
Students are reminded to use the friendly expressions for writing an informal letter or
and Grammar activities
email. on p. 64-65 of the
Students to complete the Useful Expressions with the phrases.
Student’s Book.
Tr. to direct students to read the instructions for Activity H and the writing task.
COMP. SKILL(s) COMP. SKILL(s) Students to fully understand what they are required to do for Activity H. Task
Reading 3.1 Reading 3.1.2 Students are reminded to underline key words and phrases in the letter and to write
down a reply to these.
The less proficient
Understand a Understand Students are given time to make a plan for their letter and use the writing Reference students are given a
and Checklist for informal letters on pg. 177.
variety of texts by specific details and Students to complete the writing as homework. mind map with pre-
using a range of information in POST-LESSON filled text.
appropriate reading longer texts on an Tr. to get students to do Show of Hands activity to gauge their understanding of the
lesson.
They are also provided
strategies to increased range of Tr. to ask students to recall the steps for planning to write a letter / email. with a writing template
Students to show if they remember all the steps, if they don’t remember any of
construct meaning familiar topics the steps and if they can only remember some.
with helping words to
help them complete
the writing exercise.

Lesson: 50 (Literature in Main Skill(s): Literature In Action Theme: SCIENCE AND TECHNOLOGY
Action)
Lines Science & Technology

Tr. to show students a picture of gingerbread house.
Students to make a guess what the house is made from. Poem-A differentiation by:
Tr. to get students to recall story titles with Gingerbread Houses in it. Fighter’s Lines
Literature In Action Literature In Action (Hensel and Gretel)
Learning Preference
5.1 Engage with, 5.1.2 Explain Tr. to get students to make a guess of what they will be doing today and & Needs
write their responses on the board. Mahjong Paper
respond to and briefly the Tr. to have a good
interpret a variety of development of LESSON PROPER and Markers mixture of less
Tr. to give students a copy of the gingerbread house story.
literary text types plot, characters Tr. to recapitulate with the students, elements of a story, which consists of proficient and fast
and themes in a a setting, characters, plot and themes.
finishers in the groups.
text Tr. to inform students that for today’s lesson, the focus of the story will be The less proficient
on the setting, plot and characters of the story.
students are assigned
Tr. to get students into groups of 4s of 5s. Students to read the story and duties as group
discuss the setting, plot and characters of the story.
leaders and note-taker
Students to write what they have discussed about the setting, plot and for the group
characters of the story on the Mahjong Paper. Students to use words or
drawings to describe or explain.
discussion.
Tr. to give students ample time to complete their presentation.
Students to paste their Mahjong Paper on the classroom wall.
Fast finishers are
expected to provide
Tr. to get students to do 3 strays and 1 Stay for this segment.
1-Stay to share what the group has discussed to the other students.
ideas for the group
Students to vote for the best presentation. work.
POST-LESSON
Tr. to get students to vote for their favourite character in the story and
explain why they like that particular character /s.

Topic: Ready, Steady, Go! Language / Grammar Focus: Cross Curricular Element
Sport related vocabulary Creativity & Innovation

Tr. to write the words, Ready, Steady, Go! on the whiteboard.
Tr. to ask students where do they usually hear the words. [beginning of a Close-Up differentiation by:
race] Student’s Book,
Reading 3.1 Reading 3.1.5 Tr. to share with students that, Ready, Steady, Go! is the title of the Unit
Outcome
Understand a Recognise with that they will be doing and it centres around the theme about Sports. pg. 69 - 71 Add on
Tr. to get students to look at pg. 69.
variety of texts by support the In pairs, students to discuss about the picture, A turtle on a Skateboard.
using a range of attitude or opinion Students to discuss what they think about the picture. Close-Up on to the next activity in
appropriate reading of the writer in Tr. to call on students to share with the class. Teacher’s Book, the sequence. After
strategies to simple longer texts LESSON PROPER pg.60 Activity C, fast finishers
construct meaning on an increased Tr. to get students to turn to pg. 70 of their Student’s Book. can be given the ‘Ideas
Students to look at the picture of the girl in the top right-hand corner of the Focus’ tasks on p. 71 of
range of familiar page and elicit responses from students on what the girl is doing.
Tr. to ask students if they need to be physically fit to do such a sport and the Student’s Book as
topics why. either speaking or writing
Students to share their views / thoughts.
Tr. to get students to discuss if they can be described as fit and the water
tasks.
COMP. SKILL(s) COMP. SKILL(s) or land sports that they have done or tried or would like to try. (Activity A) Type & Amount of
Tr. to get students to share their opinion with the class.
Support
Speaking 2.1 Speaking 2.1.4 Tr. to direct students’ attention to Activity B of their Student’s Book. Tr. to provide less
Tr. to ask students to read the instructions and clarify any doubts or words proficiency students with
Communicate Explain own point that they do not understand with the teacher.
information, ideas, of view Students to work in pairs and take turns to discuss the reasons they have types of water and land
opinions and come up with. sports to choose from, as
well as reason for
Students to look at the instructions for Activity C. choosing that particular
on familiar topics Students are to read the descriptions 1 to 5 in the Exam Task and sport, to get them started
underline any reasons they give for wanting to do sports.
Students to complete the questions individually, but Tr. to check the when sharing with a
answer as a class. partner for Activity A & B.
POST-LESSON
Tr. to come up to the board and write, one word that they have learnt from
today’s lesson.
Tr. to review the words that the students have learnt and get them to
explain the meaning of the word /s.

Sport related vocabulary Creativity & Innovation

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write the word, sea on the white board. Teacher to employ,
Tr. to get students to write as many sports played in water in their exercise books.
Tr. to call on students to share the list of water sports that they have written.
Reading 3.1 Reading 3.1.3 Tr. to conduct a survey on the favourite water sports that they have tried or would like Student’s Book, Outcome
to try.
Understand a Guess the Tr. to share the class’s favourite sports. pg. 71 Add on
variety of texts by meaning of Fast finishers can move on to
LESSON PROPER the next activity in the
using a range of unfamiliar words Tr. to get students to turn to pg. 71 of their Student’s Book. Close-Up sequence. After Activity F, fast
Students are to read the information in the Exam Close-up box and explain anything
appropriate reading from clues that they do not understand. Teacher’s Book, finishers can be given the
strategies to provided by other Emphasis on the importance of looking for similar words or synonym of the words and
pg.61 Vocabulary tasks on p.72 of
expressions in the texts.
the Student’s Book.
construct meaning words and by Students are to read the tasks carefully in order to find the relevant information.
Students to read the first description (1) in the Exam I Task and underline any key Alternatively, choose another
context on an words. Ask students to do I the same for descriptions 2-5 individually. appropriate extension activity
increased range of that better suits pupils’
Tr. to direct students to Activity E of their Student’s Book.
needs/interests and that will
familiar topics Students to read the instructions and check that they understand what they have to
do. help pupils develop further the
Tr. to explain that they have to match the descriptions of the people (1-5) with the main and/or complementary
various sports activities (a-h), but not all the sports activities will be answers to 1-5.
skill for this lesson.
Students to complete Activity E, independently but Tr. to check the answers as a
class.
COMP. SKILL(s) COMP. SKILL(s) Tr. to direct students to Activity F of the Student’s Book.
Type & Amount of
Students to read the instructions and check that they understand what they have to Support
do. Clarify by asking questions if they do not understand any of the instructions or
Speaking 2.1 Speaking 2.1.1 words or sentences. Less proficient students are
Communicate Paraphrase short Students are encouraged to skim to read through the text before filling in the blanks given meaning of words
with the correct answer.
that they are unfamiliar with
information, ideas, simple texts They are encouraged to re-read the sentences once they have finished to check their
answers. to help them understand
opinions and Students are to complete the questions for Activity F individually, Tr. to check the what the sentence and
answers as a class.
feelings intelligibly Pair the students off, and tell them to imagine they were writing “headlines” that complete Activity E.
on familiar topics summarize what they learned. Challenge each pair to write at least two headlines,
then come back together to review the headlines.
POST-LESSON
Students to get in pairs and imagine that they are writing ‘headlines’ that summarizes
what they learned. Challenge each pair to write at least two headlines within a given
time.
Students to share the headlines with the class.

Awareness)
Zero and First Conditional Creativity & Innovation

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to ask the following questions to the students: - Teacher to employ,
-
-
If you could take up any sport, which would you choose?
If it snows, what sports would you do?
This is a grammar- This is a grammar- - If you play basketball, what do you wear? Student’s Book, Outcome
- If you were on the slopes, what sport would you probably be doing?
focused lesson so focused lesson so - If your favourite team play well this season, how will you feel? pg. 73 Add on
listening, speaking, listening, speaking, - If it's sunny and warm this weekend, where will you go swimming?
Tr. ensures that every student has a chance to answer the questions. Fast finishers can
reading and writing reading and writing Tr. to explain that the questions used conditionals and explain that you will revise the Close-Up move on to the next
zero and first conditional in this lesson.
skills are not skills are not Teacher’s Book, activity in the
LESSON PROPER
explicitly covered. explicitly covered. Tr. to get students to turn to pg. 73 of their Student’s Book, Activity A. pg.62-63 sequence. After
Students are instructed to read the sentences for the zero and first conditional and
decide which tenses the verbs in bold are in. Grammar Activity D,
Students are reminded to read the four questions before writing any answers and
then re-look at the sentences bearing in mind the use of tenses in each one of the
fast finishers can be
sentences. given Vocabulary
Students to complete the task individually and Tr. to check the answer as a class.
activities on p.72 and
Tr. to direct students to Activity B of their Student’s Book.
Tr. to explain that for this activity, they are required to revise the use of zero
p.76 and/or Grammar
conditional from the prompts 1 to 6. activities on p.77.
Students to complete Activity B independently and Tr. to check the answers as a
class. Task
Tr. to direct students to Activity C of their Student’s Book. For Activity D, Tr. to
Tr. to explain that students are going to revise the use of First Conditional by
matching the no. 1 to 6 with a to f.
provide the less
Students to complete this activity individually and Tr. to check the answers as a class. proficient students with
Tr. to direct student’s attention to Activity D of their Student’s Book. options to the words in
Tr. to ask students to look at the title related to the accompanying picture.
Tr. to get students to skim through the text without writing down any answers. the brackets to help
Students to also think of the advantages of virtual sports and share it with the class.
Tr. to read the subject of the sentences with gaps and to read whether they are
them write down the
affirmative, negative or question forms. correct answers.
Students to complete Activity D individually and Tr. to check the answers as a class.
Eg. Qn. 1 (does not
POST-LESSON
Tr. to show students a few sentences. Students to identify if they are first conditional
know / do not know)
or zero conditional sentence.

Sport related vocabulary/language for Creativity & Innovation
expressing emotions

Tr. to show pictures of the different sports.
Eg. Basketball, Tennis, Swimming, Scuba Diving and Bungee Jumping. Close-Up differentiation by:
Tr. to get students to answer the following questions: - Student’s Book,
Listening 1.1 Listening 1.1.5 - What are the sports?
Outcome
Understand Understand - What are the equipment needed to do the sports? pg. 74 Add on
- Group them according to land or water sports, group or
meaning in a variety independently individual.
Fast finishers can be
of familiar contexts more complex Students to discuss in pairs. Close-Up given Vocabulary
questions Tr. to call on the different pairs to share with the class. Teacher’s Book, activities on p.72 and
LESSON PROPER pg.63 p.76 and/or Grammar
Tr. to get students to turn to pg. 74 of their Student’s Book, Activity A. activities on p.77.
Students to look at the pictures in the top right-hand corner of the page
and answer the following questions: -
- What do you think the people are watching? Organise talk partners or
- How do you think the people feel? grouping so that a more
- How long do you think the people have been there for?
Tr. to get students to do a class discussion on the above questions.
proficient pupil can help
and support a less
Tr. to direct students’ attention to Activity B of the Student’s Book. proficient pupil.
Tr. to explain the words in yellow and get students to write its meaning in
their exercise books.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to share the words in yellow and situations in which it Type of questions
occurred with a partner.
Tr. to encourage students to use emotive words during the discussion. asked
Speaking 2.1 Speaking 2.1.5 Students to match the words to the sentence individually. Tr. to check the For Activity A, Tr. to write
answers as a class.
Communicate Express and possible responses to
information, ideas, respond to the open-ended question
opinions and common feelings
POST-LESSON and present it in the form
Tr. to play with students hangman using emotive words like excited, jump
of an MCQ questions
feelings intelligibly such as with joy, lethargic and etc.
Tr. to give students one or two letters of the word. Students to guess the with 2 options for the
on familiar topics happiness, alphabets for the word before guessing the word. less proficient students.
sadness, surprise Tr. to play this a few times.
and interest

Sport related vocabulary/language for Creativity & Innovation
expressing emotions

Tr. to play ‘Guess the Sports’ on you tube.
Students to guess what the sport is while listening to the sound. Close-Up differentiation by:
Eg. Table tennis, Golf, Horse-riding and etc. Student’s Book,
Listening 1.1 Listening 1.1.5 Tr. to play the audio 2x or provide other clues to help to students to guess
Type & Amount of
Understand Understand the sports. pg. 74 Support
Tr. to read the text instead
of familiar contexts more complex Tr. to get students to turn to pg. 74 of their Student’s Book, Activity C. Close-Up of getting less proficient
Tr. to get students to read the information in the Exam Close-up box and students to listen to the
questions ask them to pay special attention to the speakers' tone of voice and the
Teacher’s Book, Audio CD.
pictures in the Exam Task when listening to these items. pg.63-64 Tr. to also pause at
Students to look at the pictures in the Exam Task carefully and identify the
emotions in the pictures shown.
appropriate stops to get
Students to complete the task individually and Tr. to discuss their ideas as Student’s Book students to write down the
COMP. SKILL(s) COMP. SKILL(s) a class. Audio CD answer based on what they
Speaking 2.1 Speaking 2.1.5 Tr. to get students to look at Activity D of their Student’s Book.
have just heard.
Communicate Express and Students to read the instructions and questions. Students to clarify with the
Tr. if they have any questions or are unclear of what to do. Students are
information, ideas, respond to reminded to underline keywords in the questions to help them to choose
opinions and common feelings the correct picture.
Tr. to explain to students that they will listen to a recording of six separate
feelings intelligibly such as conversations. They are to match the conversations with picture a-с in
on familiar topics happiness, each question.
sadness, surprise Tr. to inform students that he/she is playing the recording once through.
During that time, students are to choose the answer.
and interest Tr. to play the recording the second time and students will fill in any
missing answers. At the end of the recording, students to compare their
answers with a partner. Tr. to go through the answers with the class.
POST-LESSON
Tr. to share with students that as 2nd language learners of English, it is
always difficult to correctly express out emotions.
Tr. to get students to look at the sentences in Activity B and express the
emotion or feeling based on the given sentence.

Lesson: 56 (Revision 1) Main Skill(s): Revision Theme: N.A.
Topic: N.A. Language / Grammar Focus: Cross Curricular Element
Vocabulary & Grammar items for Unit 1 to 3 N.A.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to revise the Vocabulary items for Unit 1, 2 & 3. Teacher to employ,
- review the use of verbs fall, get, have, keep and pay on the board and elicit the
collocations students learnt with these verbs in Unit 1. Close-Up differentiation by:
- identify the difference between look like/looks, slim /overweight, middle-aged/elderly,
This is a vocabulary This is a easy-going/hard working, grill/fry, starter/main course, bow l/plate. Student’s Book, Type of questions
- revise the words, height, tall, weigh, build, beard, straight, jealous, generous, scruffy,
and grammar vocabulary and unkind, lazy, reliable, honest, nervous. pg. 29 & 30 asked
- revisit the use of preposition
focused lesson so grammar focused Tr. to revise Grammar items for Unit 1, 2 & 3. pg. 55 & 56 Less proficient students
- Present Perfect Tense- experiences and achievements, Past Perfect Continuous -
listening, speaking, lesson so listening, action that happened for a period of time and has finished, but has results that affect the present, can do a matching
Present Perfect Simple - action that happened at an indefinite time in the past, Past Perfect
reading and writing speaking, reading Continuous -to emphasise how long actions have been in progress for), as well as revise the Close-Up exercise instead of fill in
skills are not and writing skills
affirmative, negative and question forms of these tenses.
- revise the use of Present Perfect Simple, the Present Perfect Continuous or the Past Teacher’s Book, the blanks with the words
explicitly covered. are not explicitly
Simple.
- identify the use of articles and relative pronouns. pg. 28 & 29 for Activity B- Vocabulary
covered.
LESSON PROPER
pg. 49 & 50 pg. 29.
Tr. to get students to turn to pg. 29 of their Student’s Book, Vocabulary.
Tr. to get students to complete Activity A to D.
Students are reminded to read the instructions and understand what is required of them. They are
Outcome
to clarify with the teacher if they are unclear or have any questions while answering the questions.
Students to complete Activity A to D individually and Tr. to check the answers as a class. Compulsory + Optional
Tr. to direct students to turn to pg. 30 of their Student’s Book, Grammar.
Tr. to get students to complete Activity A to C.
Students are reminded to read the instructions and understand what is required of them. They are Fast finishers to find out
Students to complete Activity A to C individually and Tr. to check the answers as a class. the meaning of the
unfamiliar words on pg.
Tr. to get students to complete Activity A & B.
29, 30& 55 & write down
to clarify with the teacher if they are unclear or have any questions while answering the questions. its meaning in their
Students to complete Activity A&B individually and Tr. to check the answers as a class.
exercise book.
Tr. to get students to turn to pg. 56 of their Student’s Book, Grammar.
Tr. to get students to complete Activity A & B.
POST-LESSON
Tr. to complete a quiz on the vocabulary and grammar items covered in Unit 1,2 & 3.
Tr. can get students to work in pairs or individually to answer the questions.
Tr. to award 1 point for each correct answer and 2 points for each correct answer in the bonus
round.
The pair / individual with the most points wins.

Vocabulary & Grammar items for Unit 4 to 6 N.A.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to revise the Vocabulary items for Unit 4,5 & 6. Teacher to employ,
- collocate them with a noun to create a collocation related to environmental issues:
conservation (areas) as well as phrasal verbs. Close-Up differentiation by:
- explain the difference between the following pairs of words: straw /netting,
This is a vocabulary This is a attic/balcony, I terraced house/detached house, bungalow /cottage. Student’s Book, Time
- expressions related to homes.
and grammar vocabulary and pg. 55 & 56 Less proficient
Tr. to revise Grammar items for Unit 4,5 & 6.
focused lesson so grammar focused - Present Perfect Tense- experiences and achievements, Past Perfect Continuous - pg. 81 & 82 students to be given
action that happened for a period of time and has finished, b u t has results that affect the present,
listening, speaking, lesson so listening, Present Perfect Simple - action that happened at an indefinite time in the past, Past Perfect more time to complete
Continuous -to emphasise how long actions have been in progress for), as well as revise the
reading and writing speaking, reading affirmative, negative and question forms of these tenses. Close-Up the questions
- Use of will, Future Continuous, Future Perfect Simple and be going to. Then revise the
skills are not and writing skills affirmative, negative and question forms of these tenses and their uses. Teacher’s Book, assigned.
explicitly covered. are not explicitly LESSON PROPER pg. 49 & 50
covered.
Tr. to get students to complete Activity C. pg. 69 & 70 Learning Preference
& Needs
Students to complete Activity C individually and Tr. to check the answers as a class.
Less proficient
Tr. to get students to complete Activity C.
students are given a
choice of questions
that they want to
complete based on
their ability to complete
Students to complete Activity A to C individually and Tr. to check the answers as a class.
them.
Students to complete Activity A to C individually and Tr. to check the answers as a class
POST-LESSON
Tr. to complete a quiz on the vocabulary and grammar items covered in Unit 4,5 & 6.
Tr. can get students to work in pairs or individually to answer the questions.
Tr. to award 1 point for each correct answer and 2 points for each correct answer in the bonus
round.
The pair / individual with the most points wins.

Sport related vocabulary/language for giving Creativity & Innovation
opinions

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to share the history of Olympics. Teacher to employ,
-
-
started in Olympia in Greece, I 776
1st modern Olympic held in Athen, Greece in 1896.
Speaking 2.1 Speaking 2.1.4 - now, it’s held once in 4 years. Student’s Book, Type & Amount of
- summer and winter Olympics
Communicate Explain own point Fun Facts about the Olympics. pg. 75 Support
information, ideas, of view - The Olympic motto, “Faster, Higher, Stronger” (in Latin, “Citius, Altius,
Fortius”), was the official motto of the Games since 1894. In response to the COVID-
For the open-ended
opinions and 19 pandemic, the motto has been modified to “Faster, Higher, Stronger – Together.” Close-Up questions in Activity A &
feelings intelligibly LESSON PROPER Teacher’s Book, D, less proficient
on familiar topics Tr. to get students to turn to pg. 75 of their Student’s Book, Activity A.
pg.64 students are provided
Students to read the instructions and questions. They are to clarify with the Tr. if they
are unclear or unsure of the instructions or questions. Students to complete Activity A with sentence starters
in pairs. and words to help them
Students to share their responses to the questions with the class.
COMP. SKILL(s) COMP. SKILL(s) to complete the activities.
Students to look at Activity D of their Student’s Book.
Speaking 2.1 Speaking 2.1.5 Students to read the information in the Exam Close-up box.
Students are to look at the pictures in the Exam Task and spend a minute deciding
Communicate Express and what each one shows and what activity is featured in each one.
information, ideas, respond to Students to work with a partner and read the instructions and ensure that they know
what is expected of them.
Students are reminded that the expressions in Useful Expressions can help them to
feelings intelligibly such as communicate effectively.
on familiar topics happiness, Tr. to walk around and monitor that students are doing the Activity.
Tr. to call on each pair to describe which sports they would recommend and why.
sadness, surprise
and interest POST-LESSON
Tr. to look at the ‘Ideas Focus’ questions to the class (see also Teacher’s Book for
detailed guidance).
Students to discuss the questions in groups. Monitor discussions and provide support
for any problems with form or pronunciation. Provide comments and feedback to the
whole class on points that came up in the discussions, as well as any structural
mistakes that were made (without saying who made them). Students can be asked to
provide corrections to the mistakes.

Sport related vocabulary/clauses of purpose Creativity & Innovation

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to look at the Learning Focus- clauses of purpose. Teacher to employ,
Tr. to explain the clauses of purpose to the students and clarify any doubts that they
have.
Writing 4.2 Writing 4.2.2 Spell Students to look at the pictures on pg. 78 & 79. Student’s Book, Learning Preference
Tr. to elicit from the students the name of the sports activity.
Communicate with written work with Students to use the clauses of purpose to answer the following questions: - pg. 75 & Needs
appropriate moderate accuracy -
-
the equipment needed to do the sports
whether the sports are suitable for teenagers and why.
Tr. to pair the less
language, form and Tr. to call on students to share. Close-Up proficient students with
style LESSON PROPER Teacher’s Book, more proficient students
pg.64 during pair work for
Tr. to explain the uses of the words in the options in the questions.
Eg. because, for and in order to. Activity D.
Students to read the instructions and questions. They are to clarify with the Tr. if they
are unsure or do not understand.
COMP. SKILL(s) COMP. SKILL(s) Students are reminded to pay close attention to the words prior and before the gaps
to help them decided which is the most suitable word to write in the blanks.
Listening 1.1 Listening 1.1.4 Students to do the task individually, but check answers as a class.
Understand Understand Tr. to direct student’s attention to Activity B.
meaning in a variety independently Tr. to get students to read the instructions and clarify with students any doubts that
they have.
of familiar contexts longer sequences Students to complete Activity B independently, Tr. to check the answers as a class.
of classroom Students then look at Activity C.

instructions Students to fully understand what they have to do before getting them to complete
Activity C, individually and Tr. to check the answers as a class.
Tr. directs students’ attention to Activity D.

For Activity D, students are to correct sentence 1 to 3 from Activity C.
Students to check their answers with a partner before the Tr. to check the answers as
a class.
POST-LESSON
Tr. to get students in groups of 4s or 5s.
Tr. to provide the sentence starters for each group. Eg. Alicia took up Judo…
Students are to use the different clauses of purpose to complete the sentence.
1st students to use the clauses to come up with a sentence.
Eg. Alicia took up judo because she wants to occupy her free time.
2nd student to use a different clause of purpose.
Eg. Alicia took up judo so that she could occupy her time. This goes on till the 4th /
5th student.
Tr. to get students to do these 2 or 3 times.


Tr. to get students to answer quiz questions on clauses of purpose.
Students can do this activity in pairs, groups or individually. Close-Up differentiation by:
Writing 4.2 Writing 4.2.2 Spell LESSON PROPER
Student’s Book, Outcome
Communicate with written work with Tr. to get students to turn to pg. 79 of their Student’s Book, Activity E. pg. 79 Add on
Tr. to have a class discussion on the questions in Activity E.
appropriate moderate accuracy Students to share their answer and why they have chosen it.
language, form and Tr. to clarify and affirm students’ response. Close-Up on to the next activity in
style Teacher’s Book, the sequence. After
Tr. to turn students’ attention to Activity F of their Student’s Book.
Students are to read the Exam Task before they read the Exam Close-up pg.67 Activity G, fast finishers
box again, so that they understand what they should do. can be given activities
Tr. to show an example of how to do Activity F. from the Vocabulary and
COMP. SKILL(s) COMP. SKILL(s) Tr. to remind students to read the sentences and understand its meaning.
Reading 3.1 Reading 3.1.2 Focus on the information they should look at as well as the underlined key Grammar activities on p.
Understand a Understand words. 76-77 of the Student’s
Tr. to get students to complete the written work independently and check
Book.
variety of texts by specific details and students’ answers as a class.
using a range of information in POST-LESSON
appropriate reading longer texts on an Tr. to get ready Sports Bingo cards before the lesson.
Bingo Card A Bingo Card B
strategies to increased range of
construct meaning familiar topics I can … badminton
I take up sports … so that I can be fit
Tr. to distribute a few Bingo cards to random students.

Students are to go around the classroom looking for a matching phrase.
When all the students have matched their phrases, Tr. to get random
students to share their sentences.

Lesson: 61 (Literature in Main Skill(s): Literature In Action Theme: HEALTH AND ENVIRONMENT
Action

Tr. to get students to look at the cover of the book without telling or
showing them the title of the book. Close-Up differentiation by:
Tr. to get students to guess the title of the book just by looking at the Student’s Book,
Literature In Action Literature In Action picture.
Learning Preference
5.1 Engage with, 5.1.1 Explain why Tr. to write students’ responses and write them on the white board. pg. 79 & Needs
Tr. to show the students the title of the story and see if any of the students
respond to and a part or aspect of got the title correct.
Less proficient students
interpret a variety of a text interests Close-Up to be given a choice on
literary text types them LESSON PROPER Teacher’s Book, the partners that they
Tr. to share with students about the author of Elephant Man, Tim Vicary.
- Teaching fellow at a Norwegian University. pg.67 would like to work with.
- Written a few books, such as A Game of Proof and A Fatal
Verdict.
Tr. then get students to read Chapter 1 [pg. 1 to 8] of the book, Creature in
the Shop.
Tr. to discuss with the students Chapter 1 of the book.
Students to do the following: -
- time line of what happened in Chapter 1
- characters introduced in Chapter 1.
- make a prediction on what will happen to Merrick
Students are encouraged to complete the task in pairs or groups of 4s.

Students are to write their points of discussion on a Mahjong Paper.
Students to paste their work on the walls of the classroom.
Tr. to get students to do a Gallery Walk to see what other pairs or groups
have done.
Tr. and students to discuss what the students had done.

Students are encouraged to asked questions about their friend’s work.
Tr. to assigned the different groups the different chapters of the book to
read as homework.
POST-LESSON
Students to write down the character that they like and state the reason
why.
Tr. to call on students to share their responses.

Topic: Extreme Situations Language / Grammar Focus: Cross Curricular Element
Vocabulary related to extreme situations Entrepreneurship

Tr. to explain the meaning of extreme situations.
Tr. to share a personal extreme situations / extreme situation in Close-Up differentiation by:
Reading 3.1 Reading 3.1.1 movies or stories. Student’s Book, Outcome
Understand a Understand the Tr. to get students in pairs or group and share about an extreme pg. 83 - 85
situation that they experience or read.
Add on
variety of texts by main points in Fast finishers can
using a range of longer texts on an LESSON PROPER Close-Up move on to the next
appropriate reading increased range of Tr. to get students to turn to pg. 84 of their Student’s Book. Teacher’s Book,
Students are to read the instructions and underline the key words
activity in the
strategies to familiar topics in the questions that they have to answer. Eg. people, Where & pg.71 sequence. After
construct meaning What happened next? Activity B, fast finishers
Students to read the Breaking news section in the Student’s Book.
Students are to work in small groups to discuss their answers.
can be given the ‘Ideas
Tr. to call on the different groups to share their answers to the 3 Focus’ tasks on p.85 of
questions. the Student’s Book as
Tr. to get students to look at Activity B of the Student’s Book.
either speaking or
Students are to look at the title of the text and Tr. To ask them writing tasks.
COMP. SKILL(s) COMP. SKILL(s) what it might tell them about the crash. Type & Amount of
Tr. to get students to skim through the text and find out if their
predictions were correct. Support
Speaking 2.1 Speaking 2.1.4 Students to share with the Tr. their reactions to the text and what Tr. to provide less
Communicate Explain own point the men achieved, as well as the most surprising part of the story. proficiency students
information, ideas, of view with types of water and
opinions and POST-LESSON land sports to choose
feelings intelligibly Tr. to get students to share in groups of 4s and 5s regarding the from, as well as reason
strategy that they use when skimming the text for information.
on familiar topics Tr. walk around and pick out good strategies shared in the for choosing that
different groups. particular sport, to get
Tr. to call out the different groups to share their strategies with the them started when
rest of the class.
Tr. to get students to write down good strategies that helped sharing with a partner
students to understand the gist of the text, in their exercise books. for Activity A & B.


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to look at the picture and caption on pg. 83. Teacher to employ,
Students to work in pairs to describe the picture, why it is an extreme situation and
how the person might be feeling.
Reading 3.1 Reading 3.1.1 Students to also discuss with their partner if they would like to try this form of sports. Student’s Book, Outcome
If yes / no and why.
Understand a Understand the Tr. to call on the different pairs to share their answer with the class. pg. 85 Add on
variety of texts by main points in LESSON PROPER Fast finishers can
using a range of longer texts on an Tr. to get students to turn to pg. 84 of their Student’s Book. Close-Up move on to the next
Tr. to get students to look at the words in red in the Word Focus.
appropriate reading increased range of Tr. to get students to try to guess the meaning of the words as it is used in the text Teacher’s Book, activity in the
and write it in their exercise books.
strategies to familiar topics Students then, compare their meaning and the meaning of the words in the Word pg.71 -72 sequence. After
construct meaning Focus box.
Activity E, fast finishers
Tr. to get students to look at Activity C of their Student’s Book.
Students are to read the instructions and then read the Exam Close-up box.
can be given the
Students to look at items 1-5 in the Exam Task and underline the key words. Vocabulary activities
Tr. to explain the words or phrases in the Exam Close-up box that students might
have difficulty understanding. on p.86 of the
Students to complete questions in Activity C independently.
Tr. to check answers to Activity C as a class.
Student’s Book.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to look at Activity D of their Student’s Book.
Type & Amount of
Students to read the instructions and ask the Tr. if they have any questions. Support
Tr. to highlight to students that they should look at the words before and after the
Speaking 2.1 Speaking 2.1.4 gaps to help them decide the correct word to fill in the blanks. Less proficient
Communicate Explain own point Students to complete Activity D individually and Tr. to check the answers as a class.
students are given a
information, ideas, of view POST-LESSON glossary for the
Tr. to get students to work in pairs or small groups.
opinions and Students to share the strategies that they use to guess the meaning of the words that meaning of unfamiliar
they do not understand with their partner or other friends in the small group.
feelings intelligibly Tr. to walk around & identify the pair / group with good strategies and take note. words.
on familiar topics Tr. to call on ‘identified’ students to share their strategies with the class.
Tr. to get students to write these strategies in their exercise books.

Awareness)
Past perfect simple vs. past perfect Entrepreneurship
continuous

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write the following questions on the white board. Teacher to employ,
- What had you done by 10 o'clock this morning?
- W hat had you been doing before the lesson?
This is a grammar- This is a grammar- - What sports had you tried before your last birthday? Student’s Book, Outcome
- What had you learnt about the plane crash in the Andes by the end of the text?
focused lesson so focused lesson so - Where had the plane been travelling to when it crashed? pg. 87 Add on
listening, speaking, listening, speaking, Tr. to get students to look at the question and guess the grammar item used.
Tr. to get students’ responses and write them on the board.
reading and writing reading and writing Tr. to explain to students that these questions used the Past Perfect Simple and Past Close-Up Fast finishers can
Perfect Continuous tenses and that they will learn about these tenses in this lesson.
skills are not skills are not Revise the affirmative, negative and question forms of these tenses with students. Teacher’s Book, move on to the next
explicitly covered. explicitly covered. LESSON PROPER pg.73 -74 activity in the
Tr. to get students to look at the words in bold for Sentence 1 & 2 and elicit that the sequence. After
grammar item used is Past Perfect Simple tense.
Tr. to revise with students that the Past Perfect Simple is used for an action or
Grammar Activity E,
situation that finished before another action, situation or time in the past. fast finishers can be
Students to change the sentence to the negative form.
Then, they are to read sentence 1 & 2 in Activity A and answer questions 1 & 2 in given other activities in
Activity B.
Students to complete Activity A, B & C independently and Tr. to check the answers
the textbook not
with the class. covered in the
Tr. then asks students to look at the Grammar Reference on pages 167-168 (7.1-7.3) Learning Outline (i.e.
and go through it with the students.
Students are to look at Activity D and read the instructions. Students to clarify or ask activities F-H).
any questions that they have. Students to complete the questions in Activity D
individually and Tr. to go through the answers as a class.
Students are directed to look at Activity E. They are to read the instructions and ask
the Tr. if they have any questions. Students are to complete the questions
independently and Tr. to check the answers as a class.
POST-LESSON
Tr. to get students into pairs or individually. Tr. to play with the students Jeopardy
styled quiz but students have to answer questions based on past perfect simple and
past perfect continuous.


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to turn to pg. 88 of their Student’s Book. Teacher to employ,
Students are directed to look at the picture at the bottom of pg. 88.
In pairs, students are to discuss the following questions: -
Listening 1.1 Listening 1.1.4 - Where do you think the place is? Student’s Book, Learning Preference
- What are the people doing?
Understand Understand - What are the extreme conditions that they experience? pg. 88 & Needs
meaning in a variety independently Tr. to get the different pairs to share their answers with the class and write down their
responses on the white board.
Tr. to assign more
of familiar contexts longer sequences Students to write down in their exercise book. Close-Up proficient students with
of classroom LESSON PROPER Teacher’s Book, the less proficient
instructions Tr. to get students to read the word in yellow. Tr. to model the pronunciation of the pg.74 -75 students, so as to help
words. Students to listen to the pronunciation and try to pronounce the words.
Students to read the instructions and understand what they are required to do for
the less proficient
Activity A. Student’s Book students.
COMP. SKILL(s) COMP. SKILL(s) Tr. to remind students to read and understand the sentences carefully and pay
Audio CD
attention to the words before and after the blank before deciding on which word they
Reading 3.1 Reading 3.1.3 should choose to fill in the blanks.
Students to complete Activity A individually and Tr. to check the answers as a class.
Understand a Guess the
variety of texts by meaning of Students are directed to look at Activity B of the Student’s Book.
Tr. to get students to practice pronouncing the alphabets with a partner.
using a range of unfamiliar words Then, Tr. to call on students to hear how they pronounce the alphabets and correct if
necessary.
appropriate reading from clues Tr. to play the recording and get students to write down the correct spelling.
strategies to provided by other Students are to compare their answer with a partner and take note of the wrong
spelling or missing letters.
construct meaning words and by Tr. to play the recording for the 2nd time and get students to check what they have
written and fill in any missing word / letters.
context on an
Tr. to check the answers by writing it on the board. Students to check that they have
increased range of the correct answer.
familiar topics POST-LESSON
Tr. to get students to retell to their partner what they learn in today’s lesson.
Students to write their responses in their exercise book.
Tr. to call on different students to share their response.


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to play the broken telephone. Teacher to employ,
Students to form a line. Tr. to whisper a sentence with the 1st student in the line.
Eg. They had been walking in the desert for days, so they were exhausted.
Listening 1.1 Listening 1.1.2 The 1st student to whisper to the 2nd student what he / she heard from the Tr and Student’s Book, Type & Amount of
this goes on till the last student.
Understand Understand Tr. to get the last student to share the sentence that she / he heard. pg. 88 Support
meaning in a variety independently Tr. to write the original sentence from the board.
Students to compare if there’s any difference and share their responses with the
Tr. to read the text and
of familiar contexts specific class. Close-Up stop at appropriate
Tr. to do this activity for 2 or 3 times.
information and Teacher’s Book, juncture to help less
LESSON PROPER
details in longer Tr. to get students to turn to pg. 88 of their Student’s Book, Activity C. pg.75 proficient students to
texts on an Students are instructed to read the Exam Close-up box.
Tr. to clarify any doubts that the students might have or explain if and when the need
write down which
increased range of arises. Student’s Book information fits into the
Students are reminded that during a note-taking listening tasks, they must write down
familiar topics the exact words they hear on the recording, but that the ideas in the incomplete Audio CD blank.
COMP. SKILL(s) COMP. SKILL(s) sentences might be worded slightly differently to what they hear on the recording.
Writing 4.1 Writing 4.2.2 Spell Students are directed to look at Activity D of the Student’s Book.
Students are to read the Exam Task and fill in any missing words in the summary of
Communicate written work with the text.
Tr. to play the recording once through and get students to write down their answers.
intelligibly through moderate accuracy Tr. to play the recording the 2nd time and students to write down any missing
print and digital information.
Students to check their answers with a partner before the Tr. checks the answers with
media on familiar the class.
topics POST-LESSON
Tr. to get students to write down one new word that they have learnt on the
whiteboard.
Tr. to call on random students to share the word that they have learnt.
Where possible, Tr. to get students to share the meanings of the words that they
have learnt.
Tr. to get the students to write down the new words learnt in their exercise book.


Tr. to get students to play, ‘What changed’.
Before the class, Tr. to change 10 to 15 things around in the classroom. Close-Up differentiation by:
Eg. Turn posters upside down, put a chair on the table and close all the Student’s Book,
Speaking 2.3 Use Speaking 2.3.1 windows.
Outcome
appropriate Keep interaction When students come in, they can each identify one thing that is out of pg. 89 Add on
place, like “the verbs poster is on the window”.
communication going in longer Fast finishers can
strategies exchanges by LESSON PROPER Close-Up move on to the next
asking a speaker Tr. to get students to read the questions in Activity A and clarify any activity in the
to slow down, question that they might have. pg.75 sequence. After
Students to work in pairs and take turns to answer the question.
speak up or to Tr. to call on each pair to share the answer with the class and repeat until Activity C, fast
repeat what they all the pairs have had a turn. finishers can be given
have said Tr. to get students to look at Activity B of their Student’s Book. the ‘Ideas Focus’ tasks
COMP. SKILL(s) COMP. SKILL(s) Students to read the instructions and clarify any questions that they have on p. 71 of the
with the Tr.
Reading 3.1 Reading 3.1.3 Tr. to remind students to guess the meaning of the words that they are Student’s Book as
Understand a Guess the unfamiliar with and complete the questions in Activity B on their own. Then, either speaking or
they are to compare their answers with a partner and Tr. to check the
variety of texts by meaning of answers as a class. writing tasks.
using a range of unfamiliar words
POST-LESSON
appropriate reading from clues Tr. to get students to do 3-2-1 with the students.
strategies to provided by other Tr. to get students to write 3 things that they did in class, 2 things that they
learn and 1 interesting thing that they like during the lesson.
construct meaning words and by Tr. to get students to share.
context on an
increased range of
familiar topics


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write quotations on extreme sports. Teacher to employ,
Eg. I think extreme sports are really good for relieving stress.
- Dave Chappelle
Speaking 2.1 Speaking 2.1.1 I'm one of these people that likes adrenaline and new things, like extreme sports. It Student’s Book, Task
makes me feel alive.
Communicate Paraphrase short - Gisele Bundchen pg. 89 Open- ended question
information, ideas, simple texts Extreme sport has only ever been about goals and the ways to achieve these goals.
Adrenaline plays a part, but it's never in the foreground. Fast finishers to write a
opinions and - Felix Baumgartner Close-Up brief description of the
Tr. to get students to discuss the quotes in pairs.
feelings intelligibly Tr. to get the different pairs to share their interpretations of the quotes. Teacher’s Book, different sports that is
on familiar topics LESSON PROPER pg.75 -76 listed in Activity C.
Tr. to get students to turn to pg. 89 of their Student’s Book, Activity C.
Tr. to revise the words associated with extreme situations.
COMP. SKILL(s) COMP. SKILL(s) Students to read the information in the Exam Close-up box.
Tr. to clarify any doubts that the students have about the information in the Exam-
Type & Amount of
Close-up box. Support
Students then read the instructions for Activity C and discuss who will take on the role
Speaking 2.3 Use Speaking 2.3.1 of Student A and who will be Student B. Tr. to provide less
Students to take turns to explain their words to each other.
appropriate Keep interaction Tr. to call on each pair to share their responses with the class and get students [the proficient students with
communication going in longer rest of the class] to discuss the answer given by the different pairs. a description of the
strategies exchanges by Tr. to get students to look at Activity D of the Student’s Book. different sports in
Students to read the instructions and clarify any doubts or questions with the Tr.
asking a speaker The set up for students to do Activity D is the same as Activity C. Activity C.
to slow down, For the whole class discussion, after the different pairs share what they think about
the picture, Tr. to ask other students if they agree with what was shared or have
speak up or to something to add.
Tr. asks a few Student Bs to describe and do the same.
repeat what they Tr. to share common structural or pronunciation mistakes committed by the students,
in general.
have said
POST-LESSON
Tr. to get students to talk about extreme sports that they had just learnt during the
lesson and share them with a partner.
Tr. to call on some students to share about the extreme sports.

Vocabulary related to extreme situations/past Entrepreneurship
perfect simple and past perfect continuous.

MAIN SKILL(s) MAIN SKILL(s) Pre-lesson Teacher to employ,
Activate prior knowledge in this lesson by asking pupils to explain how they
will go about planning a piece of writing. Allow pupils to discuss their ideas Close-Up differentiation by:
with their talk partner(s) before collecting ideas as a class. This pre-lesson Student’s Book,
Writing 4.2 Writing 4.2.2 Spell activity is an opportunity to link to the previous lesson (see Activity E).
Time
Communicate with written work with Lesson delivery pg. 92 Less proficient
This lesson focuses on Activities F and G. See Teacher’s Book for detailed
appropriate moderate accuracy guidance. Note that for Activity F there is a suggested plan in the students are given
language, form and Teacher’s Book. This can also be used as a skeleton or outline that Close-Up more time to complete
provides a structure for those pupils who may need extra support. Activity Teacher’s Book,
style F also includes a speaking practice element the Activity A.
(practising the useful expressions). Note that the Teacher’s Book includes pg.78
a suggested answer for Activity G. This can be given to pupils as an
exemplar for them to compare their own written work with.
COMP. SKILL(s) COMP. SKILL(s) Activity F and G focus on developing the main skill for this lesson. The Outcome
Reading 3.1 Reading 3.1.2 speaking practice element in Activity F provides an opportunity for Add on
developing the complementary skill.
Understand a Understand Post-lesson Fast finishers are
variety of texts by specific details and Ask pupils to review their learning in this lesson by completing an exit card: asked to find the
‘what went well in your learning?’ and ‘your learning would have been even
using a range of information in better if…’ Collect the cards and use them for planning the writing lessons meaning of the
appropriate reading longer texts on an in lesson cycle 2. unfamiliar words and
strategies to increased range of write them in their
construct meaning familiar topics exercise book, once
they have completed
Activity C.

Vocabulary related to extreme situations/past Entrepreneurship
perfect simple and past perfect continuous.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to play unscramble the sentence. Teacher to employ,
Students are divided into pairs or small groups.
Tr. to give each group a set of 8 sentences, to unscramble.
Writing 4.2 Writing 4.2.3 Eg. They had been walking in the desert for days, so they were exhausted. Student’s Book, Task
The group that managed to unscramble the sentences within the shortest time wins.
Communicate with Produce a plan or pg. 93 Less proficient
appropriate draft of two LESSON PROPER
Tr. to get students to turn to pg. 93 of their Student’s Book, Activity D. students are given
language, form and paragraphs or Students to read the story in Activity C again. They are to tick True or False for the Close-Up either sentence
given sentence.
style more and modify Students to answer the questions in Activity D, independently and Tr. to check the Teacher’s Book, starters or fill in the
answers as a class.
this appropriately pg.78 - 79 blanks with helping
independently Students are directed to Activity E of their Student’s Book.
Students are reminded the importance of making a plan prior to writing. words for them to fill in,
Students are asked to skim through the text once again and write the summary for
each of the paragraph. They are then required to read the sentence a to d before
to make a story based
making a decision which ones are closest to the notes before doing the matching on the question in the
task.
Students are to complete Activity E individually and Tr. to check the answers as a Exam Task.
class.
COMP. SKILL(s) COMP. SKILL(s) Outcome
Reading 3.1 Reading 3.1.3 Tr. to direct students to Activity F of their Student’s Book. Add on
Tr. to get students to read the expressions in Useful Expressions and get them to
Understand a Guess the pronounce the words. Fast finishers can move
variety of texts by meaning of
Tr. to explain and correct students’ pronunciation if necessary.
Students are to match 1 - 6 with a-f to make sentences using some of the Useful
on to the next activity in
using a range of unfamiliar words Expressions. the sequence. After
Students to complete Activity F independently and Tr. to check the answers as a
Activity H, fast finishers
appropriate reading from clues class.
can be given extension
strategies to provided by other Students to look at Activity G of their Student’s Book.
activities from the
Students to read the instructions in the Exam Close-up box and the Exam Task.
construct meaning words and by They are to underline any key words and phrases. Vocabulary and
context on an Tr. to remind students to plan their writing before the actual writing. They are
encouraged to use the Writing Reference and checklist for stories on pg. 179. Grammar activities on p.
increased range of 90-91 of the Student’s
POST-LESSON
familiar topics Tr. to get students to write an Exit Card. In the Exit Card, students to write 1 thing that Book.
they found interesting during the lesson, 2 things that they have learnt.
Tr. to get students to share their responses for the Exit Card.

Lesson: 71 (Literature in Main Skill(s): Literature In Action Theme: HEALTH AND ENVIRONMENT
Action
Topic: Novel-The Elephant Language / Grammar Focus: Cross Curricular Element
Man Vocabulary related with describing or giving a Creativity & Innovation
summary.

Tr. to review Chapter 1 of the story, Elephant Man by Tom Vicary
using the information that they did during the previous, LiA lesson. Mahjong Papers differentiation by:
Literature In Action Literature In Action Instruction &
5.2 Analyse and 5.1.2 Explain LESSON PROPER Markers Feedback
evaluate a variety of briefly the Tr. to get students to be in their different groups assigned to read Less proficient students
literary text types development of the different chapters. are assigned duties like
plot, characters group leaders who will
In their pairs or groups, students to do the following: - collect materials and
and themes in a
text - write down the synopsis of the chapter
ensure that the group
- setting for the chapter completes the task
- characters in the chapter assigned.
Tr. to show students how to go about doing the task assigned.
Students to write down their response in a Mahjong Paper.
Tr. to walk around to monitor students’ doing their work.
Tr. to answer any queries that they might have.
Tr. to provide help if and when necessary.
POST-LESSON
Tr. to ask questions on Chapter 1 of the story, Elephant Man.
Students to answer the questions individually or in pairs.
Individuals or pairs with the most correct answer wins.

Topic: Time to Spare Language / Grammar Focus: Cross Curricular Element
Vocabulary related to free time Patriotism & Citizenship

Tr. to get students to complete a Rebus puzzle related to the text, Depth
into darkness. Close-Up differentiation by:
Tr. to show students an example: Answer: 3D movie Student’s Book,
Reading 3.2 Explore Reading 3.2.1 Outcome
and expand ideas Read, enjoy and Tr. to give students a page with 4 to 8 rebus puzzles to solve. pg. 95 - 96 Add on
Tr. to get students to complete the rebus puzzle in pairs or individually.
for personal give a personal Tr. to go through the answers with the students as a class.
development by response to fiction Close-Up on to the next activity in
reading or non-fiction and LESSON PROPER Teacher’s Book, the sequence. After
independently and other suitable print Tr. to get students to read the instructions and ensure that students pg.81 Activity C, fast finishers
widely and digital texts of understand what they are expected to do. can be given the ‘Ideas
Students to make a guess of the activities that British teenagers like to do Focus’ activities on
interest based on the given list. They are to complete this activity in pairs and Tr. to
share the answers with the class. p.97 of the Student’s
Book as either speaking
Tr. to direct students to Activity B of their Student’s Book.
Tr. to share some dangerous activities like bungee jumping, caving and
or writing tasks
COMP. SKILL(s) COMP. SKILL(s) mountain climbing and write them on the board. Type & Amount of
Tr. to elicit other dangerous activities that they can think of and add it to
the list of dangerous activities.
Support
Speaking 2.1 Speaking 2.1.4 Students are to work in pairs to discuss what makes the activities listed Less proficient students
dangerous, is it the venue, equipment used, the nature of the sports. Eg. are given a list with
Communicate Explain own point bungee jumping - danger of hitting something when jumping and the faulty
information, ideas, of view elastic band. words related to
opinions and Tr. to get students to share their responses as a class. dangerous and their
meaning. Also sentence
feelings intelligibly Tr. to direct students to Activity C of their Student’s Book.
Tr. to get students to look at the title and picture, Dark into the Caves. starters to help them
on familiar topics Tr. and students to discuss, where the activity take place and write down formulate reasons.
students’ responses on the board. Accept all answers that make sense.
POST-LESSON
Tr. to review the day’s lesson by asking students to recall and make a list
of dangerous activities mentioned during the lesson.
Students with the most number of dangerous activities is declared the
winner.


Tr. to write down a phrase about a dangerous activity.
Students are to write as many words as they can within 3 minutes. Close-Up differentiation by:
Minimum letters used is 2. Student’s Book,
Reading 3.2 Explore Reading 3.2.1 Eg. as, act, and, sand, and the list goes on.
Outcome
and expand ideas Read, enjoy and Tr. to call on students to share the words that they have. pg. 97 Compulsory +
for personal give a personal LESSON PROPER Optional
development by response to fiction Tr. to get students to turn to pg. 97 of their Student’s Book, Activity D. Close-Up Fast finishers can
Students to read the information in the Exam Close-up box. Teacher’s Book,
reading or non-fiction and Students are reminded the following: move on to the next
independently and other suitable print - read the text once through to understand the text. pg.81 - 82 activity in the
- choose the best answer to fill in the blank.
widely and digital texts of - reread the text to check the answers. sequence. After
interest Students to answer the questions individually and check their answers with Activity F, fast finishers
a partner.
can be given
Tr. to get students to look at Activity E of their Student’s Book. Vocabulary activities
Students to read the instructions and Tr. to give out a photocopy of the
answer choices to each student and check if their answers are listed in the on p.98 of the
answer choices. Student’s Book.
Students to complete Activity E individually and Tr. to check the answers
COMP. SKILL(s) COMP. SKILL(s) as a class. Task
Speaking 2.1 Speaking 2.1.4 Less proficient
Tr. to get students to look at Activity F of their Student’s Book.
Communicate Explain own point Students to read the instructions for this activity. students are given the
information, ideas, of view Students are reminded to understand the use of the words in yellow before meaning of the words
writing it in the blanks. They are to read once through to check if their
opinions and answers are correct. in Activity with its
feelings intelligibly Students to complete the questions in Activity F individually and Tr. to beginning letters for
check the answers with the class.
on familiar topics Activity F.
POST-LESSON
Tr. to get students to recall the steps in which they took for Activity D and
F.
Students to discuss it with a partner.
Tr. to walk around and take note of good strategies mentioned.
Tr. to call on a few students to share.

Awareness)
Modals and semi-modals Patriotism & Citizenship

Tr. to write down the following questions on the white board.
- Can you play an instrument? Close-Up differentiation by:
- What might you do this weekend? Student’s Book,
This is a grammar- This is a grammar- - Where do you have to go to see a play near you?
Outcome
focused lesson so focused lesson so - Were you able to swim when you were five? pg. 99 Add on
- Could you open the window?
listening, speaking, listening, speaking, - What should I do in my spare time?
reading and writing reading and writing - Which needn't you take to the gym - trainers, a tracksuit or a Close-Up Fast finishers can
newspaper? Teacher’s Book,
skills are not skills are not Tr. to elicit from the students the verbs found in the questions written. move on to the next
explicitly covered. explicitly covered. [Modal verbs] pg.83 activity in the
Tr. to share with the students that they will be doing modal verbs in this
lesson. sequence. After
Grammar Activity C,
LESSON PROPER
Tr. to get students to turn to pg. 99 of their Student’s Book, Activity A. fast finishers can be
Students to read the instructions for Activity A. given Vocabulary
Students to read sentences in Group 1.
As a class, Tr. to pose the question, what do the sentences in Group 1 and/or Grammar
have in common? activities on p. 98
Students to share the commonality that the sentences in Group A has with
the class and Tr. to write it on the board and repeat for Groups B and C. and/or p.102-103.
Students to read the instructions for Activity B and clarify any doubts or
questions.
Students to complete Activity B with a partner and Tr. to check the answer
as a class.
Tr. to get students to look at Activity C of their Student’s Book.

Students are encouraged to read each pair of sentences to get the gist and
look at the 3 options carefully before choosing the correct answer.
Students to complete the questions independently and Tr. to check the
answer as a class.
POST-LESSON
Tr. to get students to work in pairs to come up with 3 sentences using
modals.
Tr. to call on some students to share their answers with the class.


Tr. to get students to play. ‘Simon Says’.
Students to only do an action when they hear the phrase, ‘Simon Says’. Close-Up differentiation by:
Eg. Simon says touch your nose. Students to touch their noses. Student’s Book,
Listening 1.1 Listening 1.1.1 Aiman says sit down. Students are not supposed to sit down because it is
Type & Amount of
Understand Understand Aiman and not Simon who said it. pg. 100 Support
This game ends when there is only 1 person left.
meaning in a variety independently the Tr. can play this game a few times.
For Activity A, the less
of familiar contexts main ideas in Close-Up proficient students are
simple longer texts LESSON PROPER Teacher’s Book, provided sentences and
on an increased Students to quickly look at the pictures 1 & 2. They do not have to name pg.84 phrases to help them to
range of familiar the objects but have to say how the pictures are related. show connection
Students to complete Activity A independently, share their answer with a between the pictures.
topics partner and justify if they have a different answer. Tr. to share the answers Student’s Book
as a class. Audio CD
COMP. SKILL(s) COMP. SKILL(s) Tr. to provide support to
Speaking 2.1 Speaking 2.1.4 Tr. to get students to look at Activity B of their Student’s Book. the less proficient pupils
Students to use the answers for questions in Activity A to discuss with their
Communicate Explain own point partner to come up with phrases related to Activity B. during Activity B,
information, ideas, of view Students are encouraged to name the objects and places in the pictures. depending on their
Eg. car, coach, train, theatre, shopping and restaurant.
opinions and Students are reminded to discuss any words people might use to describe
needs. For example, by
feelings intelligibly the pictures. (Eg. fast, comfortable and cheap) providing vocabulary to
on familiar topics Tr. to check students’ answers as a class. use during the speaking
Students to look at Activity C of their Student’s Book. task, or sentence starters
Students to read the instructions and clarify any questions that they have and model sentence
with the Tr. constructions to help the
Students are reminded that they will hear the conversation only once and
they have to look at the pictures in Activity A. pupil produce sentences.
Tr. to play the recording once through and students to complete questions
independently.
Tr. to share the answers with the students.
POST-LESSON
Tr. to get students to find the synonyms or antonyms of the words in the
listening text.
Students to complete this Activity in pairs and share their findings with the
class.


Tr. to do Stand Up & Listen Activity with the students.
In this activity, students stand up and listen to a repeated consonant in a Close-Up differentiation by:
sentence. Student’s Book,
Listening 1.1 Listening 1.1.2 Eg. She put on her sunglasses to shield her eyes from the sun.
Instruction &
Understand Understand The ballet performance was graceful and enchanting. pg. 100 Feedback
When student recognise that there is a repeated consonant in the two
meaning in a variety independently sentences, they are to stand up and share the word with repeated
Tr. to get the less
of familiar contexts specific consonant in a sentence. Close-Up proficient students to
Tr. to do this a few times. Teacher’s Book,
information and read the instructions,
details in longer LESSON PROPER pg.84 while the Fast
texts on an Students to read the information in the Exam Close-up box and clarify with
Finishers to share the
increased range of the Tr. any questions that they have regarding what they are required to Student’s Book answers with the class.
do. Audio CD
familiar topics Tr. to highlight to students that the words or phrases used in the
COMP. SKILL(s) COMP. SKILL(s) conversation may not be the exact words used for the questions and they
are required to infer what is the intended message based on the
Writing 4.2 Writing 4.2.2 Spell conversation and use that to answer the questions.
Communicate with written work with Students are then directed to read the Exam Task and look at the pictures.
They are to take note of any words or phrases that they might hear related
appropriate moderate accuracy to the pictures and write them down in their exercise books.
language, form and Students to share the words or phrases that they have written with the
class.
style
Students are to look at Activity E of their Student’s Book.
They are to look and study the pictures and take note of the similarities or
differences between them.
Tr. to play the recording once through and get students to circle the correct
answers.
Tr. then get students to share their answers as a class and get students to
justify the reasons for their choice of answers.
POST-LESSON
Tr. to get students to write a summary [in one sentence] of what they learnt
during the lesson and write 1 activity that they enjoy.
Tr. to call on students and get them to share their answers.

Useful expressions to talk about possibility Patriotism & Citizenship

Tr. to do a short debate with students.
Each student is given a slip of paper with the word, agree or disagree. Close-Up differentiation by:
Tr. to write on the white board this question. Student’s Book,
Speaking 2.1 Speaking 2.1.5 A bicycle is a better means of transport to send children to school than a
Task
Communicate Express and car. pg. 101 Less proficient
Have each student hold up their paper showing the agree or disagree side
information, ideas, respond to depending on their opinions. Choose one student from each side to explain students are to given a
opinions and common feelings their position and participate in a short debate. Close-Up close passage with
feelings intelligibly such as LESSON PROPER
Teacher’s Book, options to help them
on familiar topics happiness, Tr. to get students to turn to pg. 101 of their Student’s Book, Activity A. pg.84 -85 decide the activity that
Students to read the instructions and clarify any questions that they have
sadness, surprise with the Tr. they like most during a
and interest Students are to work in pairs and take turn to answer the questions. long car ride.
Tr. to call on each pair to share their thoughts on the questions.
Speaking 2.1 Speaking 2.1.4 Tr. to direct students to look at Activity B of their Student’s Book. Fast finishers to write
Students to read the instructions and clarify any questions that they have
Communicate Explain own point regarding what they are expected to do. down at least 5
information, ideas, of view Tr. to ask students their favourite activity to do on a long car journey. activities for a long car
Students to share their answers.
opinions and Students are then instructed to complete the questions in Activity B, ride and 2 types of
feelings intelligibly independently. transport they prefer
Tr. to get students to share their answers with the class and justify their
on familiar topics answers if it differs from their friends. plus reasons.
POST-LESSON
Tr. to get students to play spin and speak wheel.
The wheel has sentence starters such as I like to …, I am not a fan of …
and etc.
Students are reminded to use vocabulary related to free time.
Students to spin the wheel and use the sentence starters to speak about
their free time.
Eg. I like to watch television during my free time.
Tr. to ensure that all the students will have their turn at the spin and speak
wheel.

Useful expressions to talk about possibility Patriotism & Citizenship

Tr. to give each student a portion of a comic strip.
Without showing their pictures to one another, the students should attempt Close-Up differentiation by:
to describe their images, and put the comic strip into the correct order. Student’s Book,
Speaking 2.1 Speaking 2.1.3 After about 10 minutes, the students can guess the order, show one
Learning Preference
Communicate Describe future another their portions, and see if they are correct. pg. 101 & Needs
information, ideas, plans and LESSON PROPER
Tr. to pair the less
opinions and ambitions Tr. to get students to turn to pg. 101 of their Student’s Book, Activity C. Close-Up proficient students with
Students to read the information in the Exam Close-up box and clarify any Teacher’s Book,
feelings intelligibly questions that they have regarding what they are expected to do for
more proficient
on familiar topics Activity C. pg.84 -85 students so as to help
Students are reminded to talk about all the items before reaching a
decision.
them with the speaking
Students to read the Exam Task and think of some advantages and activities.
COMP. SKILL(s) COMP. SKILL(s) disadvantages each time.
Speaking 2.3 Use Speaking 2.3.1 Tr. to direct students to Activity D of their Student’s Book.
appropriate Keep interaction Students are to read the instructions again and work with a partner to
complete questions in Activity D.
communication going in longer Students are reminded to use the Useful Expressions when they are
strategies exchanges by discussing each item.
Tr. to call on each pair to discuss one of the items and repeat until all the
asking a speaker pairs have had their turn.
to slow down,
POST-LESSON
speak up or to Tr. to get students to complete the questions in the ‘Ideas Focus’ on pg.
repeat what they 101 of their Student’s Book.
Tr. to monitor students’ discussions and provide support for any problems
have said with the structure or pronunciation.
Tr. to provide comments and feedback to the whole class on their use of
expressions when talking about possibility.

Linking words and phrases Patriotism & Citizenship

Tr. to ask students if they have written or send postcards to friends or
family when they are on holiday. Close-Up differentiation by:
If the answer is yes, ask why and if the answer is no, why not? Student’s Book,
Writing 4.1 Writing 4.1.5 Students then look at the image in the top right-hand corner of p.104 and
Outcome
Communicate Organise, identify what they could write in a postcard about this picture. pg. 104 Compulsory +
Tr. to encourage all students to contribute on what to write in the post card.
intelligibly through sequence and Optional
print and digital develop ideas LESSON PROPER Close-Up Fast finishers can
media on familiar within short texts Tr. to get students to read the instructions and highlight to students that move on to the next
topics on familiar topics they can refer to the Learning Focus box to help them make their choices. pg.86 -87 activity in the
Students are reminded to read the sentences before they circle their
answers and to read them again after making their choices to see if each sequence. After
COMP. SKILL(s) COMP. SKILL(s) one makes sense. Activity C, fast
Writing 4.2 Writing 4.2.1 Students to complete this activity independently and compare their answer
with a partner and Tr. to check the answers with the class.
Communicate with Punctuate written activities from the
appropriate work with Tr. to direct students to look at Activity B in their Student’s Book.
Vocabulary and
Students are to read the writing task and underline any key words before
language, form and moderate accuracy doing the questions in Activity B. Grammar activities on
style Students to complete this activity independently and check their answers
p.102-103 of the
with a partner. Tr. to check the answers as a class.
Student’s Book.
Students to look at Activity C of their Student’s Book.
Students to read the example postcard and circle the linking words and
phrases that Luke has used.
Students to complete it individually and Tr. to check the answers as a
class.
POST-LESSON
Tr. to assign students a partner and have to imagine that they are writing
to their partner about the lesson they learned today. Students need to re-
use linking words and phrases from the lesson.
Students are to practise reading their postcard to a partner before Tr.
selects some students to read their postcards to the class.

Linking words and phrases Patriotism & Citizenship

Tr. to get students to do a quiz on linking words such as, as well as, such
as and for instance. Close-Up differentiation by:
Students are given a worksheet with linking words to fill in. Student’s Book,
Writing 4.2 Writing 4.2.1 Students to complete the worksheet with a partner.
Outcome
Communicate with Punctuate written Tr. to share the answer with the class. pg. 105 Compulsory +
appropriate work with LESSON PROPER Optional
language, form and moderate accuracy Tr. to get students to turn to pg. 105 of their Student’s Book, Activity D. Close-Up Fast finishers have to
Tr. to have a discussion with the class and ask if they have ever eaten any Teacher’s Book,
style of the food mentioned in the post card, if they have tried water-skiing and if find the meaning of the
they like to, why and why not. pg.87 phrases in ‘Useful
Students are to read points 1 to 8 and then to look back at I the postcard to
help them find the answers. Expressions’ and write
Students to complete Activity D independently and Tr. to check the them in their exercise
answers with the class.
book.
COMP. SKILL(s) COMP. SKILL(s) Students to look at Activity E of their Student’s Book. Task
Students are asked to read the instructions in the Exam Task and
Writing 4.1 Writing 4.1.5 underline the key words. For Activity F, less
Communicate Organise, Students are reminded that they should always make a plan for their proficient students are
writing before they start to write.
intelligibly through sequence and They are to skim through the example postcard and complete the given cloze passage
print and digital develop ideas sentences with their own ideas about a holiday. with helping words on
Tr. to provide help to the students if and when necessary.
media on familiar within short texts writing of a post card.
topics on familiar topics For Activity F, students are required to read the Exam Task again and
remind them to use the Useful Expressions and their ideas from E.
Students are reminded to use only appropriate words in the Useful
Expressions and be extra careful with the word limit.
Students to check their work and ensure that they have answered the
questions mentioned in the Exam Task.
POST-LESSON
Tr. to split the class into 2 teams, with one player from each team playing
at a time. The teacher will start by stating a category (e.g. holidays) and
the players then take turns saying words relating to each category. If a
player says an incorrect word or takes too long to answer they are hit with
an inflatable hammer!

Action)
Topic: Short Story- The Language / Grammar Focus: Cross Curricular Element
Elephant Man Vocabulary related to the story Creativity & Innovation

Tr. to get students play the A-to-Z game.
In this game, Tr. to write the letter A to Z on the board, in relation to the Short story- The differentiation by:
short story, the Elephant Man. Elephant Man
Literature In Action Literature In Action Students to write words beginning with the letters of the alphabets.
Type & Amount of
5.3 Express an 5.3.1 Respond Eg. Angry, unbelievable and etc. Support
Tr. to ensure that all the letters of the alphabets have a word in relation to Mahjong Paper
imaginative imaginatively and the short story.
Less proficient
response to literary intelligibly through students are given a
LESSON PROPER Markers
texts creating power Tr. to recapitulate with the students the previous LiA lesson where
template of the
points, visuals, students were assigned chapters to complete on the synopsis, setting and ‘Character Wanted
character based on the chapters. Laptops
posters, blogs and Sign’ as well as
webpages Tr. to get students to share what they have done with the class. helping words to help
Tr. to brief students that they are going to do a ‘Character Wanted Sign’.
Ppt slides them describe the
Students to create a wanted sign for John Merrick or Simon Silcock or Dr characters.
Frederick Treves.
Students are required to illustrate the character, write the name and Outcome
provide enough textual detail explaining why the character is wanted.
Students to complete the Character wanted sign in groups of 3s. Add on
Tr. to model / show students a sample of a Character Wanted Sign to help Fast finishers to
them visualise and understand what is required of them.
complete 2 Character
Tr. to get students to do pin up their Character Wanted Sign on the walls of Wanted Signs for the
the classroom.
Tr. to get students to do a Gallery Walk. short story, The
Tr. to get the different groups to share about their work and other students Elephant Man.
are allowed to ask questions regarding their presentations.
POST-LESSON
Tr. to get students to write down 1 thing that they have learnt during the
lesson and 1 thing that they enjoyed most.
Tr. to get students to share with the rest of their classmates.

Topic: High Tech World Language / Grammar Focus: Cross Curricular Element
Technology-related vocabulary Information & Communications Technology

Tr. to get students to do a warm up activity, the odd one out.
Tr. to give students an example of how to do this activity. Close-Up differentiation by:
Eg. Handphone, Stylus Pen and Video Camera Student’s Book,
Reading 3.1 Reading 3.1.5 - Stylus Pen is the odd one out because its function differs from a
Outcome
Understand a Recognise with handphone and video camera pg. 109-111 Add on
Tr. to provide more examples if necessary.
variety of texts by support the Tr. to do this a few times.
using a range of attitude or opinion Close-Up on to the next activity in
appropriate reading of the writer in LESSON PROPER Teacher’s Book, the sequence. After
strategies to simple longer texts Tr. to get students to read the instructions and ensure that students pg. 91-92 Activity D, fast finishers
construct meaning on an increased understand what they are expected to do. can be given the
Students to articulate the phrases aloud and Tr. to correct the Vocabulary activities on
range of familiar pronunciation if necessary.
Students are to work in pairs or small groups to answer the questions. p.112 of the Student’s
topics Tr. to get the pair / group to summarise their answers. Book.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to look at Activity B of their Student’s Book. Type & Amount of
Students are asked to skim through the text and underline any information Support
in the text that relates to each sentence. They are to do this activity in pairs
Speaking 2.1 Speaking 2.1.4 and Tr. to check the answers as a class. Less proficient students
Communicate Explain own point to be given phrases or
Students are directed to look at Activity C & D of their Student’s Book. sentences to help them
information, ideas, of view Tr. to get students to read the Exam Close-up box.
opinions and Tr. to go through the reading text with the students and explain to the with Activity A.
students. More proficient students
Tr. to get students to write brief notes for each of the paragraph after the
are called on to share
on familiar topics Tr. explains.
Tr. to remind students to read all the statements again before they start to the pair/group’s
write their answers and underline any information in the text that is relevant summary of discussion
to the different statements.
Students to complete the questions independently and Tr. To check the for Activity A.
answers as a class.
POST-LESSON
Tr. to play with students, ‘Beat The Clock’. Tr. to ask a question. Students
have 10 seconds to discuss with peers before a random student is called
to answer. This is repeated until all the questions are answered.


Tr. to distribute the song lyrics, Private Eyes by Daryl and Oates.
Tr. to get students to look at the lyrics of the song and explain its meaning. Close-Up differentiation by:
Tr. to get students to do this in pairs or groups. Student’s Book,
Reading 3.1 Reading 3.1.4 Use Outcome
Understand a independently LESSON PROPER pg. 111 Add on
Tr. to get students to turn to pg. 111 of their Student’s Book, Activity E.
variety of texts by familiar print and Tr. to get students to read the instructions and ensure that students
using a range of digital resources to understand what they are expected to do. Close-Up on to the next activity in
appropriate reading check meaning Tr. to get students to look at the words in red and get them to look at its Teacher’s Book, the sequence. After
meaning in which it is being used in the text.
strategies to and extend Tr. to explain that to understand the use of the words in context is an pg. 92 Activity E, fast finishers
construct meaning understanding important skill which they can use during exam. can be given Vocabulary
Students to complete the questions individually and to check their answers activities on p.112 and/or
with a partner.
Tr. to call on the different pairs or group to share their answers with the p.116 of the Student’s
class. Book.
COMP. SKILL(s) COMP. SKILL(s) Students are directed to look at the questions in Ideas Focus on pg. 111 of Type & Amount of
their Student’s Book. Support
Students to read the instructions and questions in the Ideas Focus before
Speaking 2.1 Speaking 2.1.4 discussing them in pairs or small groups. Tr. to provide less
Communicate Explain own point As a class, Tr. together with students to make a list on the board of the proficient students with a
advantages and disadvantages of public surveillance. FIB exercise for the
information, ideas, of view Students to write the list in their exercise books.
opinions and Post-Lesson Activity.
feelings intelligibly POST-LESSON
on familiar topics Tr. to sum up the lesson by getting students to choose 10 to 15 words from
the text.
Students to categorise the words into the most important and most
interesting words.
Students to write the words into sentences or a text.

Lesson: 84 (Language Main Skill(s): Language Awareness Theme: SCIENCE AND TECHNOLOGY
Awareness)
The passive voice Information & Communications Technology

Tr. to do, ‘I ask, you answer’ with the students.
Tr. to get students to work in pairs and provide them with a set of Close-Up differentiation by:
questions below. Student’s Book,
This is a grammar- This is a grammar- Students take turns to ask and answer the questions.
Outcome
focused lesson so focused lesson so - Where are surveillance cameras found? pg. 113 Add on
- Who uses satnavs?
listening, speaking, listening, speaking, - Who invented television?
reading and writing reading and writing - Why are mobile phones banned in schools? Close-Up on to the next activity in
skills are not skills are not Tr. to explain to students that the sentences above are in the passive Teacher’s Book, the sequence. After
voice.
explicitly covered. explicitly covered. pg. 93 Grammar Activity D, fast
LESSON PROPER finishers can be given
Tr. to get students to turn to pg. 113 of their Student’s Book, Activity A, B & other activities in the
C.
Tr. to review with students the following: - textbook not covered in
- What is a verb, object and subject in a sentence. the Learning Outline (i.e.
Students are to work in pairs and complete the questions in Activity A, B &
C and Tr. to check the answers with the class.
activities E-F).
Type of questions
Tr. then direct students to look at Activity D of their Student’s Book.
Students are to read the instruction and clarify any questions that they
asked
have with the Tr. Less proficient students
Tr. to get the students to complete the questions in Activity D. are given MCQ instead
of open-ended question
Tr. then direct students to the text pg. 110 & 111. to answer for Activity D.
Students are to underline the passive voice in the text.
Tr. to go through the answers with the students.
POST-LESSON
Tr. to sum up the lesson by getting students to do thumbs up to show if
they have understood the lesson, if they totally do not understand what
was taught and (unsure) if they understood what was taught.
Tr. to take note of students with & and asked these students to
write down the questions that they have and Tr. to clarify with the students.


Tr. to share with students pictures of the different gadgets used for
surveillance. Close-Up differentiation by:
Eg. GPS Tracking System, Close Circuit television and Security Alarm. Student’s Book,
Listening 1.1 Listening 1.1.1 Tr. to do this activity as a class.
Learning Preference
Understand Understand Tr. to elicit from students the name and what does it do. pg. 114 & Needs
Students to share their answers with the class.
meaning in a variety independently the More proficient students
of familiar contexts main ideas in LESSON PROPER Close-Up are paired with less
simple longer texts Tr. to get students to turn to pg. 114 of their Student’s Book, Activity A. Teacher’s Book, proficient students for
Tr. to explain to students how to differentiate between the items listed and
on an increased decide if it belongs or do not belong to the group. pg. 94 pair work activities.
Tr. to show an example.
range of familiar Tr. to get a group of students consisting of both females and males.
topics Tr. to share the differences. Eg. They are grouped according to gender. In Student’s Book
the female group, student A does not fit into the group because she’s Audio CD
COMP. SKILL(s) COMP. SKILL(s) wearing glasses while the rest are not.
Task
Speaking 2.1 Speaking 2.1.3 Tr. to get students to complete the questions in Activity A and check the Cloze Passage
answers as a class, Less proficient students
Communicate Describe future
information, ideas, plans and Tr. then direct students to Activity B of their Student’s Book. are provided with words
opinions and ambitions Students to read sentences 1 to 5 and clarify with the Tr., any questions to help them to complete
that they might have.
feelings intelligibly Tr. to explain to the students that the ideas in the sentences will be heard
Activity B.
during the recording.
on familiar topics Students would have to listen carefully and decide if the ideas that they
hear matches with the sentences.
Students to read the questions in Activity B and fully understand them.
Tr. to play the recording once through and remind students to write down
the answers.
Tr. to play the recording the 2nd time and get students to fill in any missing
answer that they have.
POST-LESSON
Tr. to sum up the lesson by getting students to write new words that they
learned during the lesson.
Students to share them with the class.
Students to write the words learned in their exercise books.


For this pre-lesson activity, students to look at the picture on pg. 114 and
accompanying captions. Close-Up differentiation by:
Students to discuss with a partner guided by the following questions: _ Student’s Book,
Listening 1.1 Listening 1.1.6 - What are the things found in the picture?
Type of questions
Understand Understand - Why do scientists make robots? pg. 114 asked
Tr. to call on the different pairs to share their answers with the class.
meaning in a variety independently More proficient
of familiar contexts longer simple LESSON PROPER Close-Up students to answer
Tr. to get students to turn to pg. 114 of their Student’s Book, Activity C. Teacher’s Book,
narratives on a Students are to read the Exam Close-up box and questions and clarify any
open-ended questions
range of familiar questions that they have regarding the task with the Tr. pg. 94 - 95 for Activity D, while the
Students are reminded to try to write down as much as they can (answers)
topics during the 1st time the audio is being played. They should not leave any
less proficient students
answers blank. Student’s Book either answer
COMP. SKILL(s) COMP. SKILL(s) Tr. then directs them to read the Exam Task and fully understand what is Audio CD matching or MCQ
required of them.
Reading 3.1 Reading 3.1.2 Tr. to get students to make a guess on what they will hear for the Listening questions.
Understand a Understand exercise based on what they have read.
variety of texts by specific details and Tr. get students to look at Activity D & E of their Student’s Book.
using a range of information in Tr. to share with students that they will be listening to a conversation
between two people talking about a technology exhibition.
appropriate reading longer texts on an Students to quickly read the questions before they listen to that listening
strategies to increased range of text.
Tr. to play the recording once through and remind students to write their
construct meaning familiar topics answers.
Tr. to play the recording the 2nd time and students to check their answers
and fill in any missing words.
Tr. to get students to share their answers with the class.
POST-LESSON
Tr. to do, Disappearing Dialogues with the students based on the listening
text that they heard.
Students to fill in the blanks with the words that they heard during the
listening.
Alternatively, Tr. to provide students with helping words to help them
complete the passage. Students to complete this independently and Tr. to
check the answers with the class.


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to watch a you tube video on, ‘Technology in Our Daily Life’. Teacher to employ,
Students are to take note of the gadgets / equipment mentioned during the video clip.
Tr. to play the video once and get the students to write down the gadgets /
Speaking 2.3 Use Speaking 2.3.1 equipment. Student’s Book, Type & Amount of
Tr. to get students to share the gadget, mentioned in the video clip.
appropriate Keep interaction Eg. Fitbit, Home Router & Surveillance & interactive monitor. pg. 115 Support
communication going in longer Tr. to play the video again to check anything that has been missed out from the list
mentioned earlier.
Less proficient
strategies exchanges by Close-Up students are given the
LESSON PROPER
asking a speaker Tr. to get students to turn to pg. 115 of their Student’s Book, Activity A. Teacher’s Book, meaning of words to
Tr. to get students to read the instructions and questions. Students to ask the Tr. any
to slow down, questions that they have regarding the questions or instructions. pg. 95 unfamiliar words in
speak up or to Students to complete Activity A, in pairs. They are to take turns to ask and answer the
questions.
Activity A.
repeat what they At the end of the pair work, Tr. to call on students to share their answers with the
class.
have said More proficient
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to look at Activity B, of their Student’s Book.
Tr. to get students to read the instructions and clarify their understanding of the task
students to search the
Listening 1.1 Listening 1.1.5 that they are expected to do.
Tr. to model the pronunciation of the words and students to pronounce those words.
meaning of unfamiliar
Understand Understand Tr. to reiterate that students are required to rank the items based on its usage in words on their own.
school, from the most important to the least important and there is no right or wrong
meaning in a variety independently answer.
of familiar contexts more complex Students to complete Activity B independently and come up with reasons for their
choices.
questions Tr. to review the answers with the class.
Tr. to get students to look at Activity C, of their Student’s Book.

Students are asked to read the Exam Task and clarify any questions that they have
regarding it.
Students to work in pairs and look at the list that they have come up with and decide
on one list that they both agree and reasons for them.
Tr. to call on the different pairs to share their list as well as reasons.
POST-LESSON
For the post-lesson, in a small group, students to share with a partner on how they
kept the discussion going with their partner and write it down in their exercise book.
Tr. to call on students to share their strategies with the class.


As a Pre-lesson, Tr. to give out to students different comic strips on the
use of technology. Close-Up differentiation by:
Tr. to get students to discuss what they understand from the comic / what Student’s Book,
Speaking 2.3 Use Speaking 2.3.1 are the problem/s faced by the people.
Type & Amount of
appropriate Keep interaction Students to discuss about the comic strip in pairs and then share their pg. 115 Support
answers with the class.
communication going in longer More proficient
strategies exchanges by LESSON PROPER Close-Up students are partnered
Tr. to get students to turn to pg. 115 of their Student’s Book, Activity D. Teacher’s Book,
asking a speaker For this part of the lesson, Tr. to get students to re-read the Exam Task
with less proficient
to slow down, and Useful Expressions. pg. 95 - 96 students.
Students to clarify any questions or doubts that they have regarding them.
speak up or to Students are reminded that they are supposed to suggest the equipment to
repeat what they be used by students in the Media centre.
Students are also expected to provide reason/s for their choice of
have said equipment as being most important. Also think of reasons why other
COMP. SKILL(s) COMP. SKILL(s) equipment are regarded as unimportant.
Students to work in pairs to complete Activity D.
Speaking 2.1 Speaking 2.1.4 After which, Tr. to call on the different pairs to share their answers and
Communicate Explain own point reasons with the class.
information, ideas, of view Tr. then get students to look at ‘Ideas Focus’ section of their Student’s
opinions and Book on pg. 115.
Tr. to get students to read the questions and clarify any questions that the
feelings intelligibly students might have.
on familiar topics Students to complete this activity in pairs.
At the end of the pair discussion, Tr. to call on students from the different
pairs to share their answers and get students to provide reasons for their
choices. Other students are encouraged to ask questions if they have any.
POST-LESSON
For the post-lesson, students are to recall the phrases in Useful
Expressions used for reaching a decision in a discussion.
Students to write them down in their exercise book.
Tr. to call on selected pupils to share their phrases with the class.

Lesson: 89 (Writing) Main Skill(s): Writing Theme: SCIENCE AND TECHNOLOGY
Technology-related vocabulary/collocations Information & Communications Technology

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to show students a cartoon either, Inspector Gadget or Dexter Laboratories. Teacher to employ,
Tr. to get students to see the equipment used in the cartoon and share them with the
class.
Writing 4.1 Writing 4.1.1 Tr. to call on different students to share their answers. Student’s Book, Outcome
Communicate Explain simple LESSON PROPER pg. 118 Add on
intelligibly through content from what Tr. to get students to turn to pg. 118 of their Student’s Book, Learning Focus.
Students are instructed to read the Learning Focus section of their Student’s Book. Fast finishers can
print and digital they have read or They are to take note of any new phrasal verb that they come across. Close-Up move on to the next
Tr. and students to come up with examples of verb + noun, adjective + noun and
media on familiar heard phrasal verbs from the units they have already studied in this book. Teacher’s Book, activity in the
topics Students are informed to look at Activity A & B of their Student’s Book. pg. 97 - 98 sequence. After
Tr. to explain to the students that for this activity, they are required to match 1-8 with
a-h to form collocations. Activity C, fast
COMP. SKILL(s) COMP. SKILL(s) Tr. are to read the words 1-8 to students and ask them to repeat them. finishers can be given
Writing 4.2 Writing 4.2.2 Spell Students are to complete the questions individually and Tr. to check the answers as a
class. activities from the
Communicate with written work with Then students are to move on to complete Activity B, where they are required to write
Grammar activities on
down sentences using the words found in Activity A.
appropriate moderate accuracy Students are to complete Activity B, independently and Tr. to check the answer as a
p.117 of the Student’s
class.
language, form and Book.
style Students then look at Activity C of their Student’s Book.
Students are reminded to read the instruction and ask any questions if they have any
doubt.
Students are to read the writing task on the right.
Students are to complete the questions in pairs and Tr. to call on selected students to
share their answer with the class.
Tr. to write students’ responses on the white board.
POST-LESSON
For the post-lesson, students are to look at the sentences given by their fellow
classmates.
Students are to correct the mistakes in the sentences that they see on the white
board. The mistakes can be a spelling or structural.
Tr. to correct the sentences, if any and get students to write the correct sentences in
their exercise books.

Lesson: 90 (Writing) Main Skill(s): Writing Theme: SCIENCE AND TECHNOLOGY
Technology-related vocabulary/collocations Information & Communications Technology

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) As a pre-lesson activity, Tr. to get students to review movies with robots, including a Teacher to employ,
short synopsis of what the movie is all about.
Eg. Robots (2005), Transformers (2007) and Wall E (2008)
Writing 4.2 Writing 4.2.2 Spell Tr. to get students to list their favourite movies based on the list given by the Tr. Student’s Book, Outcome
Tr. to call on students to share on their list of favourite movies involving robots.
Communicate with written work with pg. 118 Compulsory + Optional
appropriate moderate accuracy LESSON PROPER
language, form and Students are to read the instructions and understand what they are expected to do. Close-Up Fast finishers can move
Students are reminded to come up with a reason or reasons why they underlined
style some of the words or phrases. Teacher’s Book, on to the next activity in
Students to complete this activity individually.
pg. 97 - 98 the sequence. After
Tr. to call on a few students to share their answers with the class.
Activity H, fast finishers
COMP. SKILL(s) COMP. SKILL(s) Tr. then directs students to look at Activity E & F of their Student’s Book.
Students are required to read the sentences again and fill in the blanks with a suitable
Speaking 2.1 Speaking 2.1.4 word. They are to check that once the word has been added, it does not change the from the Grammar
meaning given in the 1st sentence.
Communicate Explain own point Tr. and students to complete Activity F together.
activities on p.117 of the
Student’s Book and/or
information, ideas, of view Students then move on to Activity G of their Student’s Book.
Students are to read the Exam Task and underline key words and phrases. the
opinions and Students to work in pairs to identify the missing words. ‘Ideas Focus’ questions
feelings intelligibly Tr. to check the answers as a class.
on p.120 of the Student’s
on familiar topics Tr. to get students to read the Exam Task again and then complete the second Book as writing tasks.
sentence.
Students are reminded that the second sentence that they construct must have the
same meaning as the 1st sentence.
Students to complete Activity H, individually and Tr. to check the answers as a class.
POST-LESSON
For the post-lesson, Tr. to get students to do ‘Reflective Ball’.
The first student to share one new word that they have learnt and then throw the ball
to the 2nd person, who has the share a new word that they learn and throw it to the
3rd person. This goes on until all the students have shared.

Action)
Elephant Man Use of past tense and adjectives Creativity & Innovation

Tr. to get students to do a pre-lesson activity, ‘What changed’.
Students are given 2 similar pictures from the book, ‘The Elephant Man’ Mahjong paper differentiation by:
Students to look for the differences between the two pictures.
Literature In Action Literature In Action Students to complete this activity independently.
Instruction &
5.3 Express an 5.3.1 Respond After completing it, Tr. to share the answer with the class. Markers Feedback
imaginative imaginatively and LESSON PROPER
response to literary intelligibly through Tr. to get students into pairs or small groups. Pictures from are given a template with
texts creating power Tr. and students to discuss the ending of the story, The Elephant Man’. the short story possible endings to the
- in April 1890, Merrick dies because of his head when he tries to
points, visuals, sleep on his back. His head is too heavy that he dies on the spot. Mr.
story of ‘The Elephant
posters, blogs and Gomm writes to The Times again to explain Merrick’s death and how Man’.
happy he has been. He thanks the readers for the kindness and tells the
webpages readers that the remaining money will be donated to the hospital.
Tr. to give students a chance to change the ending of the story. More proficient students
Tr. to provide students with guiding questions to help them in crafting a have to craft and write
new ending for the short story. their own ending to the
- What would you change?
- What would you change about Merrick’s character? short story.
- Instead of writing a letter, what did Mr. Gomm do?
- Instead of donating to the hospital, what would Mr. Gomm do
with the money?
Students to discuss and write down a 2 to 3 paragraphs of the ending for

the short story on a mahjong paper.
Tr. to get students to share their endings to the story, The Elephant Man’.
Tr. to correct any grammatical or structural error found in the group’s story.
Tr. to upload the ending of the story onto the class’s webpage or
Facebook.
POST-LESSON
Tr. to get students to write down their favourite ending based on the
sharing done by their classmates.
Tr. to get students to share their thoughts with the class.

Topic: That’s Language / Grammar Focus: Cross Curricular Element
Entertainment Entertainment related vocabulary Creativity & Innovation

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) As a warm-up activity, students to look at pictures of musical instruments and where Teacher to employ,
they are from.
Eg. Gobeeju – India, Tarka flute – Peru, Dizi- China, Rindik Bunga Xylophone -
Reading 3.1 Reading 3.1.1 Indonesia Student’s Book, Outcome
Tr. to share a background of all the musical instrument mentioned with the students.
Understand a Understand the pg. 121-123 Add on
variety of texts by main points in LESSON PROPER
using a range of longer texts on an Students to look at the pictures of the four instruments and work with a partner to Close-Up on to the next activity in
pronounce the names of the musical instruments as well as the countries they are
appropriate reading increased range of from. Teacher’s Book, the sequence. After
strategies to familiar topics Tr. to get students to make a guess on the origin of the musical instrument based on
pg. 100-101 Activity C, fast finishers
its physical features and information they know about the country.
construct meaning Students to complete Activity A independently and Tr. to check the answers as a can be given the
class. Vocabulary activities on
Students to look at Activity B of their Student’s Book. p.124 of the Student’s
Students to read the instructions and the words in ‘Word Focus’.
Tr. to explain to students what they are required to do and explain the words in ‘Word
Book.
COMP. SKILL(s) COMP. SKILL(s) Focus’.
Students to complete this activity in pairs and discuss the reasons why they have
Instruction &
chosen a particular answer. Feedback
Tr. to call on students to share their answers and reasons for choosing the answers
Speaking 2.1 Speaking 2.1.4 as a class. More proficient students
Communicate Explain own point to repeat or explain the
Tr. to direct students to pg. 123, Activity C of their Student’s Book.
information, ideas, of view Students to read Exam Close-up text. meaning of the words in
opinions and
Tr. to explain in greater detail about the text emphasizing the important points.
Students then look at the Exam Task.
‘Word Focus’ section for
feelings intelligibly Tr. to share with students the different text types and their use. Activity A.
Eg. Advertisement – to inform or get people to buy a certain product. Emails – an
on familiar topics alternative to writing letter and has varied functions like inviting people to a party or
etc.
Tr. to get students to look at the different text types on pages, 122 & 123.
Students to complete the exercises, individually and Tr. to check the answers as a
class.
POST-LESSON
Tr. to get students to write down 2 musical instruments that they find interesting and
would like to know more.
Tr. to get students to share their responses with the class.


Tr. to share information on musical instruments that the students
mentioned during the post-lesson activity [previous lesson]. Close-Up differentiation by:
Eg. plucked stringed musical instrument that probably originated in Spain Student’s Book,
Reading 3.1 Reading 3.1.3 early in the 16th century, deriving from the ‘guitarra latina’, a late-medieval
Outcome
Understand a Guess the instrument with a waisted body and four strings. The early guitar was pg. 123 Add on
narrower and deeper than the modern guitar, with a less pronounced
variety of texts by meaning of waist. It was closely related to the vihuela, the guitar-shaped instrument
using a range of unfamiliar words played in Spain in place of the lute. Close-Up on to the next activity in
appropriate reading from clues Teacher’s Book, the sequence. After
LESSON PROPER
strategies to provided by other Tr. to get students to turn to pg. 123 of their Student’s Book, Activity D. pg. 101 Activity C, fast finishers
construct meaning words and by Students to read the instruction and clarify any doubts that they have can be given the
regarding the task with the Tr. Vocabulary activities on
context on an Tr. to reiterate the importance of identifying key words in the questions and
text to help them find the answer. Also to read the options carefully before p.124 of the Student’s
increased range of deciding on which answer to choose. Book.
familiar topics Students to complete the questions individually and Tr. to check the
answer as a class.
COMP. SKILL(s) COMP. SKILL(s) Type of questions
Students then look at Activity E of their Student’s Book. asked
Tr. to explain to students what they are required to do for this activity.
Speaking 2.3 Use Speaking 2.3.1 Tr. to reinforce to students of the need to look at the word and how it is
appropriate Keep interaction used in context of the text, without the use of a dictionary. They are also are given either MCQ or
communication going in longer reminded to underline key words that would help them determine the matching exercise for the
answer.
strategies exchanges by Students are allowed to complete this activity in pairs or individually and ‘Ideas Focus’ section of
asking a speaker Tr. to check their answers with the class. the lesson instead of
open-ended.
to slow down, Students then look at the ‘Ideas Focus’ on the bottom of pg. 123.
Tr. to get students to discuss the answer to the questions in pairs or small
speak up or to groups.
repeat what they Students to share their answers with the class.
have said
POST-LESSON
Tr. to get students to play a quiz regarding musical instruments on quiziz.

Awareness)
Entertainment Reported Speech Creativity & Innovation

As a pre-lesson activity, students are assigned numbers, one and two.
Tr. to call on all the number ones to look at the picture on pg. 125 and Close-Up differentiation by:
describe what they see in the picture. Student’s Book,
This is a grammar- This is a grammar- Tr. then calls on the number twos to report what their number one had
Outcome
focused lesson so focused lesson so said. pg. 125 Add on
After everyone has completed, Tr. to mention to students that the exercise
listening, speaking, listening, speaking, that they just did is, reported speech and it is what they will learn today.
reading and writing reading and writing Close-Up on to the next activity in
skills are not skills are not LESSON PROPER Teacher’s Book, the sequence. After
explicitly covered. explicitly covered. Tr. to explain or review with students the following: - pg. 102 Grammar Activity D, fast
Eg. Verbs, Pronouns and time expressions. finishers can be given
Tr. then get students to read the sentences, pay close attention to the other activities in the
words in bold and look at the changes that happens when the sentences
are changed to the reported speech. textbook not covered in
the Learning Outline (i.e.
Students to look at Activity B, C and D of their Student’s Book.
Tr. to get students to read the instructions and reiterate what the students
activities E-F).
COMP. SKILL(s) COMP. SKILL(s) are required to do. Type & Amount of
Students to get into pairs or small groups and complete Activity B, C and D
of their Student’s Book.
Support
After students have completed, Tr. to discuss the answers with the Less proficient students
students. are given possible words
Tr. to call on students to share their answers with the class.
to help them complete
POST-LESSON questions in Activity B, C
As a closure to this lesson, Tr. to give students a worksheet on a
conversation with a friend about music. Students to do this activity in pairs
and D.
and take turns to change the sentence to reported speech.
Eg. Idham: I like to play the guitar. (Student A)
Answer: Idham said that he likes to play the guitar. (Student B)
Tr. to walk around and render help when and if necessary.


Tr. to start a discussion with the student based on this question: -
- Have you ever acted in a play or been behind the scenes in a Close-Up differentiation by:
theatre before? Student’s Book,
Listening 1.1 Listening 1.1.4 - If yes, share your experience and if no, could you imagine what
Type & Amount of
Understand Understand it would be like. pg. 126 Support
Tr. to get students to discuss with a partner and get them to share with the
meaning in a variety independently class.
More proficient students
of familiar contexts longer sequences Close-Up are to share the meaning
of classroom LESSON PROPER Teacher’s Book, of the different words for
Tr. to get students to turn to pg. 126 of their Student’s Book, Activity A & B.
instructions Tr. to get students to look at the picture on pg. 126. pg. 103 Activity A.
Tr. to explain the different section of the picture.
Eg. A – is a stage. That’s the place where performers do their performance Less proficient students
and notice a door. The door serves as a place for the performers to walk in Student’s Book
and out of the stage. Usually, the door is at the side of the stage, so that are provided with helping
the audience will not see what goes behind the scene.
Audio CD words to help them
Tr. to get students to write down the meaning of the different parts of the complete the post-lesson
picture in their exercise books.
Tr. to get students to complete the questions in Activity A and B and activity.
COMP. SKILL(s) COMP. SKILL(s) discuss the answers with the class. Task
Speaking 2.1 Speaking 2.1.4 Tr. to direct students to Activity C of their Student’s Book. Less proficient students
Communicate Explain own point Tr. to get students to think of possible questions that they will hear based to be given a matching
on the pictures and words provided in Activity A and B.
information, ideas, of view Tr. call on a few students to share their thoughts with the class.
exercise instead of a FIB
opinions and Tr. to remind students that they will be hearing a conversation. They are for Activity C.
reminded to listen carefully, remain focus and listen for key words that will
feelings intelligibly help them to find the answer.
on familiar topics Tr. to play the recording and get students to complete the questions
independently.
Students to share their answer with the Tr. and their classmates.
POST-LESSON
As a closure to this lesson, Tr. to use the picture on pg. 126 to give
direction around the picture. Students are to fill in the blanks with the
correct word.
Eg. Lily is on stage and would like to go to the dressing room. She needs
to ______out of the door on the stage and walk __ ____ and open the door
and she will find the dressing room.


Tr. to get the students to do the ‘Broken Telephone’ activity.
Tr. to get students to position themselves in a straight row with a gap in Close-Up differentiation by:
between them. Student’s Book,
Listening 1.1 Listening 1.1.2 Tr. to whisper to the 1st student in the line this sentence.
Type & Amount of
Understand Understand My favourite singer is Taylor Swift and I hope to watch her perform. pg. 126 Support
The 1st student to share to the 2nd student in the line and this goes on till
meaning in a variety independently the message gets to the last person.
of familiar contexts specific The last student in the line to share the sentence with the class. Close-Up are given a list of
information and Teacher’s Book, possible words that they
LESSON PROPER
details in longer Tr. to get students to turn to pg. 126 of their Student’s Book, Activity D, E & pg. 103 will hear for Activity D
texts on an F. and its meaning.
Students to read the instructions for Activity D, Exam Close-up and clarify
increased range of any questions that they have regarding it. Student’s Book
Tr. to remind students the importance of reading the information carefully Audio CD
familiar topics before listening to the recording, so as to be better prepared to write down
the missing words.
Tr. to ask students to think of possible words that they could use to fill in
COMP. SKILL(s) COMP. SKILL(s) the blanks and their meanings. Students to write these words in their
Reading 3.1 Reading 3.1.3 exercise books.
Students are reminded that for numbers, they are allowed to write the
Understand a Guess the numerical value of the number instead of spelling out the number. Also to
variety of texts by meaning of write down the answer to the blank during the 1st listening and if they get
stuck, move on to the next question. The 2nd listening is for them to fill in
using a range of unfamiliar words any answers that they have missed out.
appropriate reading from clues
Tr. to play the listening track once through and get students to complete
strategies to provided by other the Exam Task.
construct meaning words and by Tr. to play the listening track for the 2nd time and get students to fill in any
missing answers.
context on an Tr. to check the answers to the listening exercise with the class.
increased range of Students to share their answers and explain their reasons for choosing the
answer.
familiar topics
POST-LESSON
As a closure to this lesson, Tr. to get students to write down the places and
things found back stage and their meanings.
Eg. dressing room and back stage.
Students to write them on the white board. (Graffiti Wall)


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to show students a musical performance on youtube. Teacher to employ,
Mr. Bean Live Performance at the London 2012 Olympic Games
Tr. to share a few questions that students should think of when they watch.
Speaking 2.3 Use Speaking 2.3.1 - Where was the venue of the performance? Student’s Book, Type & Amount of
- The musical instrument played by Mr. Bean?
appropriate Keep interaction - What are the emotions shown by Mr. Bean during the performance? pg. 127 Support
communication going in longer - What are the reasons behind the emotions?
Students to work in pairs and answer the questions.
More proficient students
strategies exchanges by Close-Up to reinforce the meaning
LESSON PROPER
asking a speaker Tr. to get students to turn to pg. 126 of their Student’s Book, Activity A. Teacher’s Book, of the words for Activity
to slow down, Tr. to explain to students what they are required to do and share with them the
pg. 104 A.
meaning of the unfamiliar words. Students to write these words in their exercise book.
speak up or to Students to take turns to answer the questions in Activity A.
Tr. to call on students to share their responses as well as the list of musical Less proficient students
repeat what they instruments that they know.
Tr. to write the names of the musical instruments on the white board. are given sentence
have said Students to write the names of the musical instruments discussed in their exercise
starters as well as types
books.
of musical instruments
Students to look at Activity B and Tr. to explain what is expected of them for this
activity. for help them to discuss
COMP. SKILL(s) COMP. SKILL(s) Students are to work in pairs and choose 1 picture to talk about, either picture A or B. with a partner for Activity
After they had their turn speaking about the picture, they are to find 2 difference and
Speaking 2.1 Speaking 2.1.5 similarities between the pictures. A.
Communicate Express and Tr. then to get students to share their responses with the class and correct any
pronunciation as well as structural errors there might be.
information, ideas, respond to Less proficient students
Tr. direct students to Activity C of their Student’s Book.
Tr. to explain the information in the Exam Close-up and answer any questions that
are provided with
feelings intelligibly such as students might have. sentences on the
Students are reminded to describe as much as they can about the picture.
similarities between the
on familiar topics happiness, Eg. What the people are wearing? Describe the surroundings and etc.
Students are also tasked to look at the similarities between the pictures. pictures for Activity C.
sadness, surprise Tr. to elicit responses from the students and write them on the white board.
and interest POST-LESSON

Tr. to get students to share their responses to the questions in the pre-lesson activity.
Tr. to call on the students to share and justify their answers.
Tr. to write student’s answers on the white board.


Tr. to show students a set of pictures with students playing the
different instruments. Close-Up differentiation by:
Speaking 2.1 Speaking 2.1.5 Students to work in pairs to identify the musical instruments and Student’s Book, Learning Preference
Communicate Express and write them in their exercise book. pg. 127 & Needs
Tr. to call on students to share their responses and write it on the
information, ideas, respond to board. More proficient
opinions and common feelings Tr. to correct students’ response if there are any mistakes. Close-Up students are paired
feelings intelligibly such as Teacher’s Book, with the less proficient
LESSON PROPER
on familiar topics happiness, Tr. to get students to turn to pg. 126 of their Student’s Book, pg. 104 students for Activity D.
sadness, surprise Useful Expressions.
and interest Tr. to explain the usage of the different expression and situations
in which they are being used.
Students then look at Activity D of their Student’s Book. Support
Speaking 2.3 Use Speaking 2.3.1 Tr. to explain what they are required to do for Activity D. Less proficient
Students are to complete this activity in pairs.
appropriate Keep interaction Tr. to explain that students are to take turns to describe the students are provided
communication going in longer picture. with a worksheet
strategies exchanges by Students are reminded to use the phrases in ‘Useful Expression’ where they are
to construct their sentences.
asking a speaker Tr. to call on students to share their answers with the class and required to match the
to slow down, write them on the board. differences between
speak up or to the two pictures.
Tr. then gets students to look at the ‘Ideas Focus’ section at the
repeat what they bottom of pg. 126.
have said Tr. to explain to students on what is expected of them. After that, they will
Students to complete this activity in pairs. share with their
Tr. to get the different pairs to share their answers with the class.
partners for Activity D.
POST-LESSON
Tr. to get students to answer a short quiz on musical instruments
and the names of the different singers or actors.
Student with the most correct answer is declared the winner.

Entertainment Entertainment related vocabulary/phrases for Creativity & Innovation
ordering ideas

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to share with students a short story. Teacher to employ,
Tr. to give students a jumbled-up paragraphs of the story.
In pairs or small group, students to sequence the story based on the story that they
Writing 4.1 Writing 4.1.2 heard. Student’s Book, Outcome
Students to paste their paragraphs onto a Mahjong paper and paste it on the
Communicate Explain simple classroom wall. pg. 130 Add On
intelligibly through processes LESSON PROPER
print and digital Tr. to get students to turn to pg. 130 of their Student’s Book, Activity A. Close-Up on to the next activity in
Tr. to explain to students what they are expected to do for Activity A.
media on familiar Students are reminded that the first letter of every sentence needs to be capitalised Teacher’s Book, the sequence. After
topics and ends with a full stop or question mark.
pg. 106 – 107 Activity C, fast finishers
Students to complete the questions independently and Tr. to call on students to share
their answers with the class. can be given activities
Students are directed to look at Activity B and C of their Student’s Book. Mahjong papers from the Vocabulary and
Tr. to explain what they are required to do for Activity B and C. Grammar activities on p.
Tr. to go through Activity B orally before the student complete the answer for Activity
128-129 of the Student’s
C.
For Activity B, students are to do the following: -
Markers Book.
- read the first writing question and what they need to write the written
COMP. SKILL(s) COMP. SKILL(s) response. Task
- read the second writing question and what they need to write the written
Reading 3.1 Reading 3.1.1 response.
Understand a Understand the Students are to complete this activity independently (verbally) and Tr. to share the are given matching of the
answers as a class.
variety of texts by main points in For Activity C, students are to read the two questions and to see how the writer phrases instead of
using a range of longer texts on an
responds to his / her Australian pen-pal’s requests. ordering the words to
Tr. and students to discuss the possible answers to the question.
form a sentence for
appropriate reading increased range of Tr. then get students to complete the questions in Activity B and C. Activity A.
strategies to familiar topics Students are to write their answers in their exercise books.
Tr. to discuss with students the answers to the questions as a class.
construct meaning are provided with
POST-LESSON
Tr. to review the activity that the students did during the pre-lesson. possible answers to the
Tr. to get students to do a gallery walk and look at what their fellow classmates have
written. questions asked for
Tr. to share the correct order of the story and get different students to read the story. Activity B and C for them
to choose from.

Entertainment Entertainment related vocabulary/phrases for Creativity & Innovation
ordering ideas

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to share with students a short video on sounds made by the different musical Teacher to employ,
instruments on youtube.
Musical Instruments Names and Sounds for Kids to Learn
Writing 4.1 Writing 4.1.5 Students are to guess the musical instrument based on the sound that they hear. Student’s Book, Outcome
Tr. to elicit responses from students.
Communicate Organise, pg. 131 Add On
intelligibly through sequence and LESSON PROPER
print and digital develop ideas Tr. to explain to the students that the highlighted words are words that people use to Close-Up on to the next activity in
order or sequence their story.
media on familiar within short texts Tr. to also share the meaning of the unfamiliar words and get them to write in their Teacher’s Book, the sequence. After
topics on familiar topics exercise books.
pg. 107 Activity G, fast finishers
Students are reminded to look at the sentences before and after the blank before
deciding on which word to use. can be given activities
Tr. and students to complete this activity and answers as a class discussion. from the Vocabulary and
Tr. then directs the students to Activity E of their Student’s Book. Grammar activities on p.
Tr. to get students to skim through the text again and write a summary of what the
paragraphs are about.
128-129 of the Student’s
After that, students are to number the paragraphs in the correct order and share their Book.
answers with the Tr.
Tr. then gets students to look at Activity F & G of the Student’s Book.
Tr. to explain to students to consider the following before deciding on which question,
Support
Writing 4.2 Writing 4.2.3 they would choose to write on. Less proficient students
- choose the one they can answer the best rather than the one that might
Communicate with Produce a plan or look the easiest. are provided with a
appropriate draft of two
-
-
think about the vocabulary they need to use.
how to use narrative tenses if writing a story.
writing template with
language, form and paragraphs or Tr. then explains to the students Activity G. jumbled up paragraphs /
Students are to read the instructions and the task they have decided to write. Then
sentences and they have
style more and modify ask them to underline any key words and phrases they find.
Tr. to explain the difference/s and similarity / ies between Writing Task 1 & 2. to place the paragraphs
this appropriately Students to complete a plan of the questions that they are writing on.
in the correct order.
Students to write their composition at home as homework.
independently
POST-LESSON
Tr. to review the activity and get the students to write down 2 new words that they
have learnt and write them on the white board.
Tr. to review the new words learnt and written on the white board.

Action)
Elephant man Elements found in a short story, eg. setting Creativity & Innovation
and characters

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) As a pre-lesson activity, Tr. to share with students a few quotes for them to think Teacher to employ,
about.
The quotes centre around the acceptance of people as they are.
Story Cube differentiation by:
Literature In Action Literature In Action Eg. 1. A uniform world would not be any fun at all. Outcome
2. People are not looking at you because you are different. They are looking
5.3 Express an 5.3.1 Respond at you because you are amazing. Short story-The Compulsory + Optional
imaginative imaginatively and 3. Don't try to be perfect. Instead, try to be perfectly you.
Tr. to get students to think of the meaning of the quotes provided and write them in
Elephant Man
response to literary intelligibly through their exercise books. More proficient students
texts creating power LESSON PROPER to complete the Story
points, visuals, Tr. to get students to review the short story, ‘The Elephant Man’. cube plan as well as the
Tr. to ask students what happened at the beginning, middle and the end of the story.
posters, blogs and Tr. to explain to students that they will be doing a Story Cube of the short story, ‘The illustrations.
Elephant Man’.
webpages Tr. to get students to complete a series of questions regarding the book.
Type & Amount of
Eg. 1. What is the theme for the book? How would you represent the theme on the
cube?
Support
2. What is the setting for the book? How would you represent the theme on
the cube?
3. Who are the main characters in the book? How would you represent the
main characters on the cube? are provided with a
4. Who is the hero in the book? What words would you use to describe him?
5. What is the moral / lesson that we can learn from this story? How would completed story cube
you illustrate it? with the setting for the
6. Which is your favourite part of the story? How would you illustrate it?
Tr. to give students some time to complete the questions. short story missing. They
Tr. to monitor and ensure that students are carrying out the task. can either write words or
After that, students are to transfer what they have answered onto a Story Cube
template given. illustrate the setting.
Tr. to put on display students’ work at the back of the class.
POST-LESSON
As a closing activity, students are to write the meaning of the quotes that they did
during the pre-lesson on the white board. (Graffiti Wall)
Tr. to get students to share the meaning of the quotes to them.
Tr. to emphasize that they should learn to accept and respect differences in the
people around them.

UNIT 11
Topic: Lesson to Learn Language / Grammar Focus: Cross Curricular Element
Vocabulary related to education Patriotism & Citizenship

As a warm-up activity, Tr. to write words such as dance, drama, design
and film making on the white board. Close-Up differentiation by:
Tr. to get students to guess what the lesson will be on. Student’s Book,
Reading 3.2 Explore Reading 3.2.1 Tr. to write students’ responses on the white board and revisit it later,
Outcome
and expand ideas Read, enjoy and during the post-lesson. pg. 135 - 137 Add On
for personal give a personal LESSON PROPER
development by response to fiction Tr. to get students to turn to pg. 136 of their Student’s Book, Activity A & B. Close-Up on to the next activity in
reading or non-fiction and Tr. to ask students to share the subjects taught in school and write them Teacher’s Book, the sequence. After the
on the white board.
independently and other suitable print Students to read the instructions for Activity A and B and clarify any pg. 111 - 112 ‘Ideas Focus’ discussion,
widely and digital texts of questions that they have regarding the task that they have to complete. fast finishers can be
Tr. to get students to work in pairs and complete the questions in Activity A given the Vocabulary
interest and B.
Tr. to call on the pairs to share their responses to the questions. activities on p.138 of the
Tr. to summarise the class’s favourite subjects based on the students’ Student’s Book.
response.
COMP. SKILL(s) COMP. SKILL(s) Learning Preference
Students are directed to look at Activity C of their Student’s Book. & Needs
Tr. to get students to read the instructions and clarify any questions that
Speaking 2.1 Speaking 2.1.4 they have regarding the task. For Activity A, less
Communicate Explain own point Tr. to remind students that when they skim the advertisement, they should proficient students are
not read in great detail about the advertisement and to pay close attention paired and provided with
information, ideas, of view the heading for the different advertisements.
opinions and Tr. to get students to complete the task independently and check the a list of reasons provided
answers as a class. for them to choose from
to help them with the
on familiar topics Students then look at the ‘Ideas Focus’ on pg. 137 of their Student’s Book.
Students are to read the instructions and questions in the ‘Ideas Focus’ discussion.
section.
Tr. to explain what the students are required to do as well as share the
meaning of unfamiliar words that they do not understand.
Students to work in pairs and Tr. to check the answer as a class.
POST-LESSON
Tr. to revisit the students’ responses during the pre-lesson activity.
Tr. to see if there’s any responses that are correct.


Students to look at the picture in the top-right hand corner of pg. 136 and
check with them if it is a robot. Close-Up differentiation by:
Tr. to pose this question to the students; What do you think of robots Student’s Book,
Reading 3.1 Reading 3.1.6 replacing teachers in school.
Outcome
Understand a Recognise with Students to share their responses on the topic with the class. pg. 136 - 137 Compulsory + Optional
variety of texts by support typical LESSON PROPER
using a range of features at word, Tr. to get students to turn to pg. 136 of their Student’s Book, Activity D. Close-Up on to the next activity in
appropriate reading sentence and text Students to read the information in the Exam Close-up box and clarify with Teacher’s Book, the sequence. After the
the Tr. any questions that they have.
strategies to levels of a range of Tr. to remind students to read the 8 texts carefully and match them to the pg. 111 - 112 ‘Ideas Focus’ discussion,
construct meaning genres correct people. fast finishers can be
Then, students are to look at the questions in the Exam Task and given the Vocabulary
underline the keywords.
activities on p.138 and/or
Students are then instructed to read the instructions for Activity E. They p.142 of the Student’s
are reminded to skim through the advertisement and take note of the
information pertaining to teenagers. They should also look for the
Book.
COMP. SKILL(s) COMP. SKILL(s) synonyms and underline them. Type & Amount of
Students are encouraged to underline information in the advertisement
which relates to the teenagers’ interests.
Support
Speaking 2.1 Speaking 2.1.4 Students to complete the questions individually and Tr. to check the For Activity F, less
answers as a class. proficient students are
Communicate Explain own point
information, ideas, of view Tr. to get students to look at Activity F of their Student’s Book. provided with the
opinions and Tr. to explain to the students what they are required to do for Activity F. meaning of the
Students are reminded to read the 8 sentences to understand the gist of it.
sentences (questions) as
feelings intelligibly Tr. to highlight to the students that the alphabets at the end of the
sentences correspond with the alphabets in the advertisement and that is well as the sentence
on familiar topics where they are able to locate the word to fill in each of the blanks. where the answer can be
Tr. to get students to complete the questions in Activity F on their own and
share the answers as a class once all the students have completed it. found to help them
answer the questions.
POST-LESSON
Tr. to get students to share 2 new words that they have learnt during the
lesson.
Tr. to call on students to share the words and write them on the white
board.
Students to write down the words in their exercise books.

Awareness)
Gerunds and infinitives Choose an item.

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to play ‘The Odd one Out’. Teacher to employ,
Tr. to share 3 sentences with the students.
Eg. 1. Ali and Maniam are playing football in the field.
This is a vocabulary This is a 2. Jane and Joseph are in the library reading a book. Student’s Book, Outcome
3. Siew Lian and Mary are walking in the park.
and grammar vocabulary and Tr. to get students to decide which of the sentence is the odd one. pg. 143 Compulsory + Optional
focused lesson so grammar focused Tr. to remind students that they are to provide a reason for their choice.
listening, speaking, lesson so listening, LESSON PROPER Close-Up on to the next activity in
Tr. to get students to turn to pg. 143 of their Student’s Book, Activity A & B.
reading and writing speaking, reading Tr. to get students to read the instructions for Activity A & B. Teacher’s Book, the sequence. After
skills are not and writing skills Tr. to get students to look at the words in bold and identify what the sentences have
pg. 116 Grammar Activity F, fast
in common. (verbs ending with -ing)
explicitly covered. are not explicitly Tr. then to explain how gerunds are formed. finishers can be given
- Gerunds are formed with a verb and the -ing ending. other activities in the
covered. Tr. then move on the questions in Activity B.
Tr. to guide students in answering the questions in Activity B. textbook not covered in
Students to write the answers (Activity B) based on the discussions that they had with
the Tr.
the Learning Outline (i.e.
activities G-K).
Students then look at Activity C & D of their Student’s Book.
They are to read the instructions and clarify any doubts that they have with the Tr.
Tr. together with the students to look at questions in Activity C & D.
Tr. to guide students in answering the questions in Activity B.
Students to write the answers (Activity C & D) based on the discussion that they had
with the Tr.
Tr. then directs students to look at the instructions for Activity E & F.
They are to read the instructions and clarify any doubts that they have with the Tr.
Tr. together with the students to look at questions in Activity E & F.
Tr. to guide students in answering the questions in Activity E & F.
Students to write the answers (Activity E & F) based on the discussions that they had
with the Tr.
POST-LESSON
Tr. to conduct a quiz with questions on gerunds and infinitives.
Students to answer the questions.


PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) As a pre-lesson activity, students to look at the picture at the bottom of pg. 140 of Teacher to employ,
their Student’s Book.
Students to discuss the following questions: -
Listening 1.1 Listening 1.1.6 - Where and who are the people in the picture Student’s Book, Type & Amount of
- How are they feeling.
Understand Understand Students to do this activity with a partner and Tr. to call on students to share their pg. 140- 141 Support
meaning in a variety independently answers.
Tr. to get students to share if they have ever gone on a school trip. If yes, get them to
For Activity A, Tr. to
of familiar contexts longer simple share where did they go and what they did. If no, get them to share a place they Close-Up provide less proficient
would like to go for a school trip.
narratives on a Teacher’s Book, students with 2 options
range of familiar LESSON PROPER
pg. 114 for them to match the
topics Tr. to explain the meanings of the unfamiliar words in the given list. definition to its meaning
Students to write down the meaning of words in their exercise books. .
Tr. to go through the instructions and ensure that they understand what they are Student’s Book
COMP. SKILL(s) COMP. SKILL(s) required to do.
Audio CD
Students to match the words to their definitions, independently and Tr. to share the
Listening 1.1 Listening 1.1.4 answers with the class.
Understand Understand Students to look at Activity B & C of their Student’s Book.
meaning in a variety independently Tr. to read the information in the Exam Close-up box to the students and explain.
Students are reminded that for them to be able to answer the questions for listening,
of familiar contexts longer sequences they need to always read the instructions and questions, so as to know what
information should they focus on.
of classroom Students then read the Exam Task and underline the key words.
instructions Students then move on to compare the sentences / phrases that they underlined with
a partner. They should also discuss what they think will be mentioned or shared by
the speakers. Students to write their predictions in their exercise books.
Tr. to direct students to look at Activity D of their Student’s Book.

Tr. to explain to the students what they are expected to do for the questions.
Tr. to remind students that during the 1st time the listening text is played, they should
try to answer as many questions they are able to and checking of answers should be
done during the 2nd time the listening text is played.
Tr. to play the listening track, once through.
Tr. to play the listening track for the 2nd time.
POST-LESSON
Tr. to get students to complete a word search on the words covered during the
lesson.

Lesson: 106 (Listening- Main Skill(s): Listening Theme: PEOPLE AND CULTURE
Revision)

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) As a pre-lesson activity, Tr. to get students to do the activity, ‘Strike a pose!’ Teacher to employ,
Tr. to explain to students that they will listen to a music being played, students are to
walk around when they hear the music. However, once they music stops, students
Listening differentiation by:
Listening 1.1 Listening 1.1.5 are required to strike a pose. It can be any pose that they want to do. Worksheet Outcome
Tr. to get students to practice doing this activity once / twice.
Understand Understand Tr. to do this activity a few times. Add on
Fast finishers are given a
of familiar contexts more complex Tr. to give out the Listening worksheet to the students. set of words based on
Tr. to remind students that they will be listening to a text being read.
questions Students to be given some time to read the questions and clarify with the Tr. if they the listening & dictation
have any questions. (Task 1) texts for them to find the
Students are reminded to underline the key words in the questions that will help them
to answer the questions. meaning.
Tr. to read the text aloud once through and students to write down the answer.
COMP. SKILL(s) COMP. SKILL(s) Tr. to read the text aloud for the second time and the students are to check the Type of questions
answers that they have written or write the missing answers.
Tr. to go through the answers for Task 1 with the students.
asked
Writing 4.1 Writing 4.2.2 Spell For Task 1, Tr. to adapt
Tr. then directs students to look at Task 2.
Communicate written work with Tr. to explain to the students that they are going to hear a text being read out. They the questions to a
intelligibly through moderate accuracy are to write down what they hear in the spaces provided. matching exercise
Students are reminded to take note of the following: -
print and digital - Begin each sentence with a capital letter. instead of open – ended
- End the sentence with a full stop and the letter after the full stop should be for the less proficient
media on familiar a capital letter.
- Spell the words they hear correctly. students.
topics Tr. to read the text in Task 2 once through, slowly and deliberately.
For Task 2, less
Students to write the information that they hear.
Tr. to read the text the 2nd time, slowly and deliberately. proficient students to do
Students to check their work or write down the sentence that they missed out.
Tr. to collect the worksheet from the students. an FIB of the dictation
text with helping words.
POST-LESSON
Tr. to get students to sit in pairs or small groups and get them to share what they like
most about school.
Tr. to get students to write an adjective to describe what they like most about school
on the white board.
Tr. to share the common adjective/s used by the students.

Useful expressions for discussions Patriotism & Citizenship

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) As a pre-lesson activity, Tr. to get students to do the activity, ‘Continue the Story’. Teacher to employ,
Tr. to show an example of how it is done before getting students to do.
Eg. Yesterday, it was raining… I decided to take the bus to school…
Speaking 2.1 Speaking 2.1.4 Tr. to explain that each students is to add their own sentence to continue the story. Student’s Book, Outcome
Tr. to write the story and read it when all the students have had their turn.
Communicate Explain own point pg. 141 Add on
information, ideas, of view LESSON PROPER
Tr. to get students to look at pg. 141 of their Student’s Book Activity A.
For Activity B, fast
opinions and Tr. to explain to students what they are required to do and share the meaning of Close-Up finishers to guess the
unfamiliar words in the questions.
feelings intelligibly Students to work in pairs to answer the questions. They are to take turns to answer Teacher’s Book, meaning of the words.
the questions and write them in their exercise book.
on familiar topics Tr. to call on the different pairs to share their answer to the questions. pg. 114 - 115
Tr. to get the more
Students are directed to Activity B of their Student’s Book.
Tr. to call on students to read the instructions for Activity B.
proficient students to
Tr. to explain the meaning of the words highlighted in yellow and get students to write engage in a debate on
down the meaning in their exercise book.
Students to complete the questions individually and Tr. to check the answers with the
why they want a certain
class. school facility to be
Tr. to get students to look at Activity C of their Student’s Book. upgraded for Activity D.
COMP. SKILL(s) COMP. SKILL(s) Students to read the question and clarify any questions or doubts that they have with
the Tr.
Type of questions
Students then read the Exam Close-up Box and Useful Expression. asked
Tr. to remind the students that they are expected to convince their friend to change
Reading 3.1 Reading 3.1.3 their answer using the sentence starters in the Useful Expression. For Activity D, less
Understand a Guess the Students to complete this activity in pairs. proficient students are
variety of texts by meaning of Students are directed to look at Activity D of their Student’s Book. provided with reasons to
Tr. to explain to students what they are required to do for this Activity.
using a range of unfamiliar words Tr. to remind students that there are no right or wrong answer and they would have to
upgrade the different
justify their choice. school facilities to help
appropriate reading from clues Students to complete this activity in pairs and Tr. to call on students to share their
them with the discussion.
strategies to provided by other answers with the class.
construct meaning words and by POST-LESSON

Tr. to tabulate the students’ responses on the school facilities that they hope to
context on an upgrade and share it with the class.
increased range of
familiar topics

SCHEME OF WORK NON - TEXTBOOK BASED LESSON: WEEK: ___________
Topic: The Body Beautiful Language / Grammar Focus: Cross Curricular Element
Use of adjectives, adverbs and other literary Science & Technology
devices to make a story interesting

As a pre-lesson activity, Tr. to read a short story to the students.
Tr. to get students to look at the Learning Focus section of their Student’s Close-Up differentiation by:
Book, pg. 156. Student’s Book,
Writing 4.2 Writing 4.2.3 Tr. to explain the language items mentioned in the Learning Focus section.
Type of questions
Communicate with Produce a plan or Tr. and students together analyse the story read. pg. 156 - 157 asked
Tr. to explain that for today’s lesson, they will look at how to make a story
appropriate draft of two more interesting.
language, form and paragraphs or Close-Up to be a given a story text
style more and modify LESSON PROPER Teacher’s Book, with missing words. They
Tr. to get students to look at pg. 156 of their Student’s Book Activity A.
this appropriately Tr. to explain to students what they are required to do for Activity A. pg. 127 - 128 are to rewrite the story
independently Tr. and students to complete the questions together. using the helping words /
phrases given.
Students then look at the instructions for Activity C.
COMP. SKILL(s) COMP. SKILL(s) Tr. to get students to look at the story example on pg. 156 and highlight the
Writing 4.1 Writing 4.1.5 techniques mentioned in Activity A. More proficient students
Students to complete this activity in pairs. to plan and write their
Communicate Organise, Tr. to go through with the students the answers.
After which, Tr. to get students to answer the questions in Activity D and story independently.
intelligibly through sequence and go through the answers after they have completed doing it.
print and digital develop ideas
Tr. to direct students to the Exam Close-up and explain what is required of
media on familiar within short texts them.
topics on familiar topics Both Tr. and students to write a Class Dictated Story based on the
question in the Exam Task.
Tr. to get students to share and contribute to the story.
Once the story is complete, Tr. to identify areas in which the dramatic
elements (eg. adjectives, adverbs & others) can be included.
After the Class Dictated Story, Tr. to get students to write their own story
bearing in mind the dramatic elements to be included in their individual
story.
POST-LESSON
Tr. to pick a few students to share their stories with the class.

SCHEME OF WORK NON - TEXTBOOK BASED LESSON: WEEK: ___________
Vocabulary & Grammar for Unit 7& 8, N.A.
Vocabulary item for Unit 9 & 10

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to get students to do, ‘Talk about’ for the pre-lesson activity. Teacher to employ,
Students are to do this activity in pairs.
Students are to share with their partner about what they did last weekend. Close-Up differentiation by:
Students to take turns to share.
This is a vocabulary This is a Tr. to call on students to share with the class their weekend activities. Student’s Book, Outcome
and grammar vocabulary and LESSON PROPER pg. 107-108 & Add on (pg. 108)
Tr. to get students to look at pg. 107 (Vocabulary) of their Student’s Book Activity A to D.
focused lesson so grammar focused Tr. to go through with the students the instructions for Activity A to D. 133 More proficient students
Tr. to ensure that students understood what is expected of them for the different activities.
listening, speaking, lesson so listening, Prior to getting them to do the written work, Tr. to get students to read the questions and underline to write sentences using
reading and writing speaking, reading
the words that they do not understand.
Tr. to get students to share the words with the class and inform the students of the meaning of Close-Up the grammar items (Past
these words. Students are to write the meaning of the words in their exercise books.
Students to complete the questions in Activity A to D. Teacher’s Book, Simple, the Past Perfect
explicitly covered. are not explicitly
Once the students have finished, Tr. to share the answers with the class and students to correct
their work. pg. 89 -90 & Simple and the Past
covered. 109 Perfect Continuous).
Tr. then get students to look at pg. 108 (Grammar)of their Student’s Book Activity A to D.
Tr. to revise the use of Past Simple, the Past Perfect Simple or the Past Perfect Continuous. Type of questions
Tr. to explain to students what they are required to do for the questions in Activity A to D.
Students to complete the questions in Activity A to D. asked
their work. Pg.107 Activity D.
Students are asked to look at pg. 133 (Vocabulary) of their Student’s Book, Activity A to C. Less proficient students
Tr. to go through with the pupils the instructions for Activity A to C.
Tr. to ensure that students understood what is expected of them for the different activities. to be given 2 options for
Prior to getting them to do the written work, Tr. to get students to read the questions and underline
the words that they do not understand. them to choose from
Tr. to get students to share the words with the class and inform the students of the meaning of
these words. Students are to write the meaning of the words in their exercise books.
instead of open-ended.
Students to complete the questions in Activity A to C.
their work. Pg.133 Activity C.
Tr. to get students to do thumbs- up or thumbs-down or (index finger) as a rough gauge if
they have understood what was taught. Less Proficient students
POST-LESSON are given 2 options to
As a post-lesson activity, students to do Snowstorm.
Students write down what they learned on a piece of scratch paper and wad it up. Given a signal,
choose from instead of 3.
they throw their paper snowballs in the air. Then each student picks up a nearby response and
reads it aloud.

SCHEME OF WORK NON-TEXTBOOK BASED LESSON: WEEK: ___________
Grammar item for Unit 9 & 10, Vocabulary & N.A.
Grammar for Unit 11 & 12

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write the sentences below on the board and ask students if they are passive or active Teacher to employ,
sentences.
- She turned on the GPS navigator, (active) Close-Up differentiation by:
- They were painting the dressing room earlier, (active)
This is a vocabulary This is a - Technology courses are offered at this college. (active) Student’s Book, Outcome
and grammar vocabulary and Tr. to ask students what changes we make to active sentences in order to make them passive. Elicit pg. 134, 159- Compulsory + Optional
focused lesson so grammar focused
that we can only make sentences passive if they have an object. Write the two sentences below on
160 Pg. 159.
the board and ask students which changes have been made in the second sentence. Then revise
all the possible changes that happen when we report statements, questions, orders and requests. Less proficient students to
listening, speaking, lesson so listening, - 'I'm going to buy this guitar next week.', Jack said. complete Activity A and B
- Jack said that he was going to buy that guitar the following week.
reading and writing speaking, reading Close-Up Pg.160
LESSON PROPER
Teacher’s Book, Less proficient students to only
Tr. to get students to look at pg. 134 (Grammar) of their Student’s Book Activity A & B.
Tr. to go through with the pupils the instructions for Activity A & B. complete questions for Activity
explicitly covered. are not explicitly Tr. to ensure that students understood what is expected of them for the different activities. pg. 110, 130- C
Students to complete the questions in Activity A & B.
covered. Once the students have finished, Tr. to share the answers with the class and students to correct 131
their work. Add on
Students are asked to look at pg. 159 (Vocabulary) of their Student’s Book, Activity A to C. More proficient students are to
Tr. to go through with the pupils the instructions for Activity A to C. find the meaning of unfamiliar
Tr. to ensure that students understood what is expected of them for the different activities.
Prior to getting them to do the written work, Tr. to get students to read the questions and underline words and complete Activity C.
the words that they do not understand.
Tr. to get students to share the words with the class and inform the students of the meaning of Type of questions
these words. Students are to write the meaning of the words in their exercise book.
Students to complete the questions in Activity A to C. asked
their work.
Pg. 134 Activity A
Less proficient students to be
Tr. then get students to look at pg. 160 (Grammar)of their Student’s Book Activity A to C.
Tr. to revise the formula and uses of the causative as a class.
given phrases to help them
Tr. to explain to students what they are required to do for the questions in Activity A to C. change the sentence from
Students to complete the questions in Activity A to C.
active to passive voice.
their work.
Pg. 134 Activity B
Tr. to get students to do thumbs- up or thumbs-down or (index finger) as a rough gauge if
they have understood what was taught. Less proficient students to be
given phrases to help them
POST-LESSON
As a post-lesson activity, students to play, ‘Reflective Ball’ and answer the following questions. change the sentences to
- What are the challenges faced and how you overcome them. reported speech.

Lesson: 111 (PBL) Main Skill(s): All 4 Skills Theme: PEOPLE AND CULTURE
Topic: School Language / Grammar Focus: Cross Curricular Element
Improvement Vocabulary related to school Creativity & Innovation

PRE-LESSON
MAIN SKILL(s) MAIN SKILL(s) Tr. to write the question, ‘What is the best school?’ on the white board. Teacher to employ,
Tr. to get students to discuss in pairs or small groups of their ideas of the best school
and give them some time to discuss.
Padlet differentiation by:
Listening 1.1 Listening 1.3.1 Tr. to call on students to share their ideas and write them on the white board. Type & Amount of
Tr. to share with students that they will be doing a Project Based Learning on the best
school in the world. Support
Speaking 2.1 Speaking 2.1.3 LESSON PROPER
Tr. to share with student that they will do this project based in learning in small groups are provided with a
of 3s or 4s.
Tr. to inform students that all their answers would be entered into a Padlet so that template.
everyone is able to see and use the information if and when required. This template contains
Tr. to inform students that they have been given RM 20, 000 to renovate one part of
the school. answers to the guiding
Students are to present the following before they start on the PBL. questions given by the
- state the reasons why a particular room or facilities need to be renovated,
COMP. SKILL(s) COMP. SKILL(s) best if there are pictures to show. Tr. in the lesson proper.
Reading 3.1 Reading 3.1.3
-
-
what the changes that are recommended?
are the materials used environment friendly
- what is the budget? would just have to
- what the room might look like once completed?
choose and include them
Tr. to get students to work on the research in their groups. in their presentation.
Students are allowed to interview staff and other students to get ideas on which part
of the school needs to be renovated.
Tr. to remind students to enter their research into the Padlet.
Writing 4.1 Writing 4.2.3 Students can present their ideas using power point, video, mahjong papers.
Tr. to also share the judging criteria for their PBL.
Tr. to allow students to work in different parts of the school, eg. computer lab,
classroom or library for them to complete their research.
POST-LESSON
As a post-lesson activity, the different groups to share the updates or progress for the
PBL.
Tr. to remind students that they need to present they PBL during the next lesson.

Lesson: 112 (PBL) Main Skill(s): All 4 Skills Theme: PEOPLE AND CULTURE
Topic: School Language / Grammar Focus: Cross Curricular Element
Improvement Vocabulary related to school Creativity & Innovation

Tr. to get the different groups to share their progress since the last time
they met. Laptop differentiation by:
Tr. to call on the different groups to share.
Listening 1.1 Listening 1.3.1 Instruction &
LESSON PROPER PowerPoint Feedback
Tr. to give some time for students to finish up their PBL. slides Less proficient students
Speaking 2.1 Speaking 2.1.3 Tr. to remind students that the best presentation will be chosen to share
their proposal with the principal. If accepted, the area that they have are assigned as group
chosen to renovate will be renovated. leaders.
Tr. to give the different groups 10 to 15 minutes to present their proposal.
They are to ensure that
Students are reminded of the judging criteria for their PBL. It is based on: - the group has everything
that they need for their
- reasons provided to propose the school improvement
COMP. SKILL(s) COMP. SKILL(s) - environmentally friendly designs presentation.
- how the propose school improvement benefit the students
Reading 3.1 Reading 3.1.3 - adherence to the budget
All students are reminded to listen to their friends’ presentation.

After every group has presented, students will get to vote the best
presentation.
Writing 4.1 Writing 4.2.3 POST-LESSON

As a post-lesson activity, the Tr. to write the group names on the white
board and provide students with stickers for them to choose 2 best
projects.
Students are reminded of the criteria mentioned earlier and not choose a
project based on affiliation.
Students are given some time to deliberate.
At the end, of the lesson Tr. to announce the group with the 2 best projects
that will get a chance to share their ideas with the principal.

Scheme of Work Form 3 - English

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Scheme of Work Form 3 - English

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Copyright:

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UNIT 1

SCHEME OF WORK TEXTBOOK BASED LESSON UNIT 1: WEEK: ___________

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 1

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 2

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 3

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 4

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 5

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 6

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 7

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 8

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 9

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

Tr. to get students to do the next activity and explain to them.

SCHEME OF WORK FORM 3 PAGE 10

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 11

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 12

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

Tr. to get students to complete Activity F.

SCHEME OF WORK FORM 3 PAGE 13

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 14

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 15

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 16

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 17

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 18

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 19

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 20

Lesson: 21 (Reading) Main Skill(s): Reading Theme: HEALTH AND ENVIRONMENT

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 21

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 22

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 23

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 24

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 25

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 26

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

Reading 3.1 Reading 3.1.3 Tr. to get students to look at Activity D.

SCHEME OF WORK FORM 3 PAGE 27

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION

SCHEME OF WORK FORM 3 PAGE 28

CONTENT LEARNING LEARNING OUTLINE MATERIALS/ DIFFERENTIATION