Sow Form 4

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH MENENGAH
English Language
Scheme of Work
Secondary Form 4
Secondary Form 4
Scheme of Work
Contents
Content Overview................................................................................................................................................................................................................................................................4
1. Content and organisation of the Form 4 Scheme of Work ...............................................................................................................................................................................6
2. Scheme of Work Template: Supporting Information........................................................................................................................................................................................9
3. Differentiation strategies for Secondary pupils................................................................................................................................................................................................13
4. Glossary of terms in Form 4................................................................................................................................................................................................................................19
5. Scheme of Work: Lessons 1 – 112......................................................................................................................................................................................................................27
Unit 1...............................................................................................................................................................................................................................................................................27
Unit 2...............................................................................................................................................................................................................................................................................40
Unit 3...............................................................................................................................................................................................................................................................................53
Unit 4...............................................................................................................................................................................................................................................................................66
Unit 5...............................................................................................................................................................................................................................................................................81
Unit 6...............................................................................................................................................................................................................................................................................94
Unit 7............................................................................................................................................................................................................................................................................107
Unit 8............................................................................................................................................................................................................................................................................121
6. Appendix 1: Learning Standards mapping......................................................................................................................................................................................................138
Secondary Form 4 Scheme of Work 3

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

1. Content and organisation of the Form 4 Scheme of Work
What is the Secondary Form 4 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of every lesson in Form 4, including the Content and Learning Standards which must be covered
within each lesson. The Scheme of Work will assist teachers in their daily, weekly and long-term planning of lessons.
What does the Secondary Form 4 Scheme of Work consist of?
The Scheme of Work consists of 112 lessons with each lesson lasting a total of 60 minutes. If lessons are organised into 30-minute lessons, teachers
will need to plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to 112.
The Scheme of Work consists of the following two types of lesson:
A. Textbook-Based Lessons: The materials for these lessons include learning activities from the selected Form 4 textbook. This textbook is Full
Blast Plus 4 and Form 4 will cover the content from Unit 1 to Unit 8 of this textbook. All skill lessons (Reading, Writing, etc.) are textbook-based.
B. Non-Textbook-Based Lessons: For this type of lesson, teachers will be responsible for developing the lesson content and creating the
necessary learning materials. There are two main types of non-textbook-based lessons in Form 4 Scheme of Work: Literature in Action and
Project-Based Learning Lessons. Revision lessons can be based on the textbook or use additional materials according to pupils’ needs.
How are the Secondary Form 4 Scheme of Work lessons organised?
Almost all the lessons in the Scheme of Work are textbook-based lessons. Skill-based lessons, Literature in Action Lessons, Revision (including
mid/end of year revision) and Project-Based Learning Lessons are organised into lesson cycles.
Typical lesson cycles
Each unit (units 1-8) of Full Blast Plus 4 provides teachers with enough materials for 8 skill-based lessons and 2 Language Awareness lessons. Each
unit contains two Revision lessons to allow teachers to either review and extend learning or reteach certain areas that teachers believe should be
retaught based on their observations. Mid/end of year revision lessons and Project-Based Learning lessons are also included in certain units. See the
lesson cycles in Unit 1 in the Scheme of Work as an example:

Lesson Skill/Focus
1 Reading
2 Language Awareness
3 Listening
4 Speaking
5 Writing
6 Revision
7 Reading
8 Language Awareness
9 Listening
10 Speaking
11 Writing
12 Revision
13 Literature in Action
Teachers should note the following:

1. Units 4 and 8 have a few additional lessons. These lessons are; a second Literature in Action lesson; two additional revision lessons (either Mid- or
End-of-Year revision lessons). Unit 8 also has two Project-Based Learning lessons. See Appendix 1 at the end of the Scheme of Work for an
overview of the lesson cycles and distribution.
2. Reading, Listening, Speaking and Writing will mainly cover a total of two lessons (i.e. 120 minutes) in each cycle. Revision lessons can be
repurposed to help extend the time required for teaching a skill (e.g. Writing) if pupils would benefit from additional time.
3. Pupils are expected to have their own copy of the Student’s Book and use it in every lesson. Pupils should also have their own notebook and bring it
to every lesson.
4. Teachers should be able to access the Teacher’s Book for every skill-based lesson. If teachers do not have regular access to the Teacher’s
Book they should prepare a few lessons in advance while they have the Teacher’s Book. If access to the Teacher’s Book is very limited, teachers
are advised to be proactive and collaborative by planning together and consulting with the English Head or a senior English teacher at their school.
The Teacher’s Book provides a lot of guidance and ideas as well as the listening audio scripts, thus considerably saving preparation time. It is
therefore very useful for all teachers to be able to access it, even if only periodically.
5. Teachers are expected to plan lessons based on the lesson outline in the Scheme of Work. They may need to develop and produce
worksheets and prepare other material and resources for some lessons.
6. Language Awareness Lessons will focus on learning a specific grammatical structure or function (e.g. learn and review the difference between the
use of the Present Simple and Present Perfect). Teachers can cover the vocabulary sections in the Student’s Book units as part of the lessons
(Reading, Listening, Speaking and Writing) if possible or as part of homework. Teachers are encouraged to complete the majority of these
vocabulary sections to help pupils practise and revise new vocabulary in the unit.
7. Pre-lesson and post-lesson stages in the lesson outline are important stages in the lesson. They should not be neglected or rushed.
8. Literature in Action (LiA): There are no specific materials in the Student’s Book to support this lesson type. Therefore, teachers are encouraged to
create their own lessons by incorporating materials from the Literature Component textbooks provided by the Ministry of Education.
9. At the end of every unit, pupils are expected to review and assess their learning in that unit. This self-assessment can be guided by using a
worksheet which identifies the language covered in the unit, what pupils learned well and what they need to focus on. Pupils can also make a note
about what they need to do in order to improve. Once completed, these self-assessment worksheets can be collected and used to identify the areas
where pupils need further assistance. They will also inform teachers on what advice they should give pupils to improve their language skills during
study time.
10. There are two lessons in unit 8 which provide teachers with the opportunity to create Project-Based Learning Lessons (PBL). This will be one project
over the two lessons. Teachers will also have the opportunity to select appropriate Content and Learning Standards for these two Project-Based
Learning lessons depending on the specific needs and interests of their pupils. These lessons are not based on the textbook.

2. Scheme of Work Template: Supporting Information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type. For example: Lesson: 7 (Reading 2), Lesson:
24 (Writing 4).
2. Main Skill Focus

Each lesson will have one main skill focus. If the focus of the lesson is not on language skills (Listening, Speaking, Reading, Writing), then the
main skill focus will reflect the focus area of the lesson (e.g. Language Awareness, Literature in Action, Project-Based Learning lesson).
3. Theme
The four given themes are:
 People and Culture

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

6. Language/Grammar Focus
This will be related to a grammatical structure/function (e.g. Present Simple versus Present Continuous).
7. Content Standards and Learning Standards

The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the
Curriculum Framework document. These should be followed as they appear in the lessons to ensure the Learning Standards are
covered as intended. See Appendix 1 for an overview of the mapping of Learning Standards.
8. Main Skill and Complementary Skill

Each lesson within the Scheme of Work focuses on one main skill and one complementary skill. To ensure that pupils receive sufficient
exposure to and practice in every Learning Standard within the Curriculum Framework, each Learning Standard appears at least once in the
Scheme of Work. Learning Standards are covered as a main skill or as a complementary skill. It is therefore critical that teachers ensure that
both the main Skill and the complementary Skill are covered in each lesson. The complementary skill is not an optional skill that can be
ignored or dropped from the lesson. Doing so may mean that pupils do not receive adequate practice in and exposure to all the given Learning
Standards within the Curriculum Framework. When teachers are planning their lessons, they must therefore ensure that both the main skill and
complementary skill are each assigned a suitable lesson Learning Objective.
Teachers should also be aware that the main skill and complementary skill are not normally given equal time and attention within the lesson.
Teachers will need to ensure that the complementary skill is covered, but the degree of attention this receives in comparison to the main skill
will be up to the teacher’s own professional judgement as they will know better the specific learning needs of their pupils.
Please note that some Learning Standards appear less frequently than others. Less frequent Learning Standards must be covered as they
appear in the Scheme of Work. See Appendix 1 for a map of the Learning Standards coverage.
9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main stages of every lesson are highlighted: Pre-lesson,
Lesson Delivery and Post-lesson. Teachers will also need to refer to the Teacher’s Book, which provides detailed information about the delivery
of the textbook activities for textbook-based-lessons.
The Lesson Delivery stage is where the main and complementary skills should be both addressed to develop pupils’ language skills. Teachers
should create their own Learning Objectives for each lesson based on the specified Learning Standards - both for the main skill and the
complementary skill. . The Learning Objectives should relate to and reflect the activities in the Lesson Delivery stage.

Textbook-based lessons in the Learning Outline provide teachers with a structured description for what to cover and how to plan their lessons.
They refer to specific activities in the Student’s Book and the associated guidance available in the Teacher’s Book. Some additional explanation
or instruction may be provided in the Lesson Delivery to ensure teachers plan activities that relate to the main and complementary Learning
Standards specified for the lesson. Please note that textbook-based activities may not appear in the same order as in the Student’s and
Teacher’s Book. This is to ensure the best activities are selected for the stated Learning Standards and to follow the lessons cycle (Reading,
Language Awareness, etc.).
As teachers are working with pupils and supporting their learning, they should be aware of their pupils’ development and the emerging
challenges. Throughout the lessons, teachers are expected to use formative assessment strategies (e.g. questioning, scanning) to assess
pupils’ progress and give clear and meaningful feedback. This feedback should enable pupils to understand which areas they need to pay
attention to and how to improve. Of course, teachers are not expected to give every pupil feedback after every activity in every lesson.
However, teachers should use all opportunities available to communicate feedback to pupils and help them take ownership of their own
learning.
Teachers are encouraged to follow the instruction in the Lesson Delivery stage when provided because it reduces lesson preparation time and
ensures the Content and Learning Standards are addressed.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a
short activity as an opportunity for pupils to share what they already know about the lesson topic or language. They provide an opening to the
lesson and get pupils in the right frame of mind for hearing, reading and using English. They are often whole class activities which are fun and
engaging. Pupils are all active in these activities physically as well as mentally. This can help teachers to manage energy levels before settling
pupils into their learning.
Post-lesson activities are short activities that take place at the end of lessons to review and consolidate the learning from a lesson. Although
post-lesson activities can be fun and should not be too challenging so that pupils leave the class in a positive frame of mind, they are an
important stage that should be planned by the teachers. During the post-lesson stage, teachers can conduct a quick and informal evaluation of
the lesson and the pupils’ understanding of the learning that have taken place. Post-lesson activities can be used for formative assessment and
can give teachers an overall evaluation of the pupils’ development and indicate any issues individual pupils might have. Evaluating learning in
the post-lesson stage is particularly useful when new language is introduced for the first time or followed up from a previous lesson. Therefore,
teachers should give careful consideration to the purpose of the post-lesson activities they choose for their lessons. Post-lesson activities are
not, therefore, optional extras to be done if there is time. Teachers should make sure to leave a few minutes for post-lesson activities, even if
they are running short of time in their main lesson stages.

Each lesson includes a suggestion for Pre-lesson and Post-lesson activities in the Lesson Outline. Some of these are outlined in the Learning
Outline, and sometimes teachers are directed to the textbook. Teachers can also create their own pre- and post-lesson activities provided that
they fulfil the function described above.
10. Materials / References

The relevant page numbers of the Student’s Book and Teacher’s Book have been given for the textbook-based lessons.
11. Differentiation Strategies

This column refers to section 3, Differentiation strategies for secondary pupils, which lists eight strategies. It sometimes provides advice tailored
around the lesson specifics and expected challenges. Teachers should, however, consider the most suitable strategies for differentiating
learning with each of their own individual classes, based on the learning needs of the pupils in those classes.

3. Differentiation strategies for Secondary pupils
Strategy 1: Differentiate by instruction and feedback

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

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

Open-ended discussion tasks (e.g. Tell me about life in cities and life in the country, or What will happen next?) allow more proficient pupils to
contribute with more unusual words, more complex language, or more original ideas.
Project work is particularly good for differentiating tasks. You can give slightly different tasks to less and more proficient pupils, e.g. a stronger
group may be asked to create a booklet and presentation on historical places in Malaysia; less proficient pupils might be asked to create the
same for one historical place. (See also additional ideas in Strategy 4).
Strategy 3: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
i) your own ‘teacher talk’ (e.g. ‘Look at the words in the box. Which one is a number?’)
ii) with gestures or mime
iii) utilising more proficient pupils to reinforce, e.g. you set an instruction or clarify a new word - to check the instruction or reinforce the
word, then choose a more proficient pupil to repeat or explain again. This will encourage more proficient pupils to produce language and
add challenge for them and the repetition will also support less proficient pupils.
iv) with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary),
v) with written words (e.g. written words on a worksheet to help pupils with spelling)
vi) when giving tasks, have two worksheets – add in a clarification of important and/or difficult vocabulary in basic English or mother tongue.
vii) where pupils are doing project work, encourage more proficient pupils to do more, e.g. research content themselves. Support less proficient
pupils with input, e.g. give them handouts of information to start using rather than expect them to find this themselves.
Different types and amount of support can be given to less proficient pupils, depending on their needs, or can be used to provide
extension challenge for more proficient pupils.
Strategy 4: Differentiate by the outcome expected from pupils

You may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they
feel successful. Four useful strategies here are:
i. Compulsory plus optional
Here, you set pupils targets such as, With your partner, write 2 sentences or more, or In your group use two new words. The minimum target (2
sentences, 2 new words) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance for
more proficient pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon get the
idea of going beyond the minimum target. This can be simple, e.g. ‘There are 10 true and false questions for the reading.

You have 5 minutes. You must do 5 questions – you can choose any 5. If you have time you can do more.’ This will allow pupils to do more
or less and also to choose the questions they find easiest.
ii. Remember and share
If pupils are asked to remember and share, they have to tell you words or ideas they learned in a previous lesson or task. (E.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). This task
allows all pupils to make successful contributions.
iii. Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well, have a few extension questions to hand and ask
them. Alternatively ask them to rewrite sentences or think of their own additional questions to ask other more proficient pupils.
iv. Project outcome
If pupils are doing project work, encourage more proficient pupils to do more – either produce a greater quantity of output or produce more
complex outcomes. For example, if pupils are doing a project on the environment, more proficient pupils can research and produce a written
report and do a class presentation; less proficient pupils can be given materials to use for ideas and produce a short illustrated summary
only.
Strategy 5: Differentiate by the time pupils are given to complete a task.

Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given
a little more time to finish. Extension tasks for pupils who complete the task early should also be provided (e.g. Write three more sentences
using the same new words; Label the picture in the textbook and check any you don’t know in the dictionary; Talk with your friend in English:
You choose what to talk about).
If pupils are doing group work, match fast finishers with other fast finishers to do additional work, e.g. Think of three more questions and
ask your new partner.
Rewarding fast finishers with something ‘fun’ to do (such as playing a game or using digital applications) should be avoided, as this will
encourage pupils to work quickly, rather than to work carefully at their own speed. Extension tasks should extend and enrich learning.
Strategy 6: Differentiate by supporting individual learning preferences and needs

When appropriate, you can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for
example, pupils decide for themselves which tasks they want to do (e.g. the type of writing task they complete or a revision game), depending
on the ways they prefer to learn or topics they find interesting.

Different pairings and groupings will allow pupils to work in different ways – you can sometimes pair up pupils who can help and support
each other (e.g. one who can write and one who cannot yet write well) or who enjoy working together. It is good to avoid grouping more
proficient pupils and less proficient pupils together all the time. Vary the interactions as this will allow all pupils to benefit from different
dynamics. Sometimes you might want to mix girls and boys, or have single-sex pairs/groups.
In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. You should make sure to vary
pairing and grouping over time.
You can support needs by setting individual tasks and targets for pupils based on assessment. This works well for reading and writing work in
particular. For example, you might decide on a writing target for each child; if a pupil is not yet a proficient writer, you can provide them with
different tasks from those pupils who can already write effectively. If a few pupils are proficient writers, they could be given extension tasks. For
reading, pupils can be encouraged to keep a reading log (including notes on what they have read, the content of the text, whether they enjoyed
it or not etc.). This works well as more proficient pupils can include much more detail and record greater numbers of texts.
Strategy 7: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open
questions usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Why did
dinosaurs die? A disease or a natural disaster?) gives them a chance to produce accurate answers, as they are usually easier to answer than
open questions.
Asking open questions to more proficient pupils (e.g. What should we do if there was a natural disaster like a flood?) provides extension
challenge. As less proficient pupils grow in confidence and competence, you can ask them more open questions. Sometimes there are also good
reasons for asking more proficient pupils easier questions, as this involves them in the lesson and can help the pace of the lesson too.
Strategy 8: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is currently less proficient
at writing has tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 1 – 3
misspellings of common or important words highlighted. The pupil should respond to this feedback because the suggested improvement is
achievable for them. If a more proficient pupil writes well and makes 2 misspellings, you can tell them the lines in which the misspellings are,
and ask them to find and correct them.
You can use a correction code for written tasks, e.g. have a set of symbols or letters which identify errors (T - mistake with tense; Sp - mistake
with spelling, WW – mistake with word choice etc.). More proficient pupils could use the correction key and find their errors. These pupils should

be able to respond to the extension challenge built into this feedback. The same principle could also apply to giving feedback on pupils’
speaking.
Summary
It is extremely important that teachers are aware that a pupil’s proficiency in English is not fixed and because a pupil is currently less proficient
in English, this does not mean in any way that this will remain true throughout a pupil’s secondary education. It is important that all pupils are
challenged and given equal opportunity to develop over time. There has been a considerable amount of research recently into the subject of the
‘growth mind set’ which looks at, amongst other things, how teacher feedback can impact on a pupil’s development over time. Further
information on the ‘growth mind set’ can be found at: https://www.mindsetworks.com/science/

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

Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of
some of the terms used.
Term in Form 4 Curriculum Meaning
Framework
Listening
Listening 1.1.1 understand independently
Understand independently Pupils who can understand the main idea of a text independently can understand the main idea without any help from
the main ideas in extended the teacher or their peers.
texts on a wide range of
familiar topics extended texts
Extended texts for a B1 Mid learner are usually between 200-450 words.
See also Teachers should use their own judgement on the length of extended texts, based on the level and interest of the pupils
they teach.
 Listening 1.1.2
 Listening 1.1.3 a wide range of familiar topics
 Listening 1.1.5
 Listening 1.1.6 The wide range of topics that pupils are exposed to in Form 4 means that this range has further increased in comparison
 Listening 1.2.1 with Form 3. Familiar topics are topics that pupils know. Examples include the topics covered in the Form 3 Close-Up
 Reading 3.1.1 textbook, such as family, food, nature, sport and entertainment.
 Reading 3.1.2
 Reading 3.1.3 However, pupils in rural or remote areas and pupils who live in cities may be familiar with different topics. Teachers
 Reading 3.1.5 should use their own judgement here.
 Writing 4.1.5
 Writing 4.2.3
Listening 1.1.3 recognise independently
Recognise independently Pupils who can recognise the attitudes or opinions given in texts on familiar topics without any help from the teacher or
attitudes or opinions in their peers.
extended texts on a range of
familiar topics

Listening 1.1.5 more complex questions
Understand independently A more complex question is a question that contains more than one clause (e.g. Why did the author travel to Argentina to
more complex questions on write his novel?). A more complex question is also a probing question (questions that aim to dig deeper than the
a wide range of familiar topics surface).
Listening 1.1.6 longer simple narratives
Understand independently Longer simple narratives are stories which are usually more than 150 words and up to approximately 400 words. The
longer simple narratives on simple narratives contain language and ideas that pupils can understand. Teachers should use their own judgement on
a wide range of familiar topics longer simple narratives, based on the level and interest of the pupils they teach.
Listening 1.3.1 with support
With support means with help. This help can come from the teacher, a classmate, from pictures, examples or
explanations in their textbook or from a reference resource, such as a dictionary.
Recognise with support
typical features at word, features at word, sentence and text levels
sentence and text levels of a
range of spoken genres Features at word, sentence and text levels refers to the organisation and uses of language at different levels: at a word
level means the choice of vocabulary and chunks (connected groups of words); at a sentence level refers to the use of
syntactical features and the ways sentences are constructed; at a text level looks at the ways in which the text as a
whole is structured and organised.
See also
genres
 Reading 3.1.5
 Reading 3.1.6 Genres are distinctive text types. Spoken genres include: conversations, interviews, speeches, presentations, debates,
poems and songs.
a range of spoken genres
Form 4 pupils will listen to an increasing number of spoken genres suitable for their proficiency level. These include
telephone conversations, radio programmes, interviews, discussions, TV broadcasts, monologues and presentations.

Speaking
Speaking 2.1.1 Explain simple content
Explain simple content on Pupils explain the main ideas in a written or spoken text using their own words which are different to those used in the
familiar topics from what they original text.
read and hear
what they read and hear
Any written or spoken text suitable for B1 Mid level.
Speaking 2.1.2 ask about
Ask about and explain Pupils can ask about a simple process by using questions that ask for elaboration (e.g. Tell me more about…?),
causes and consequences clarification (e.g. What do you mean by…?) and repetition (e.g. Can you explain that to me again?).
of actions, events or simple
processes. explain causes and consequences
Pupils can explain the cause of an action, event or simple process or, in other words, why it has occurred. The language
associated with explaining a cause includes linking words (because, due to, since) (e.g. the road flooded due to the
See also heavy rain)
 Writing 4.1.2 Pupils can explain the consequence of an action, event or simple process or, in other words, what effect it has. The
language associated with explaining a consequence includes: linking words to show effect (so, as a result, therefore)
(e.g. The road was flooded so the cars had to go a different way) and conditionals or ‘if’ statements (if the road is closed,
we’ll have to go a different way).
actions, events or simple processes
An action is something done to do something. Examples of actions are: carrying a heavy bag to school; jumping for a ball
in PE; taking a book out of the school library. An event is an occurrence; something that happens. Examples of events
are: a race in school sport’s day; a birthday party; a school competition. A simple process is a series of actions or steps
taken in order to achieve something. Examples of simple processes are: preparing food; painting a picture in art; creating
a plan for a writing activity.

Speaking 2.1.4 justify
Explain and justify own point of view Give reasons or evidence to support explanation
Speaking Content Standard 2.2 Focus appropriately
Use register appropriately in Appropriately refers to the successful communication of a message. The message itself may not necessarily be 100%
familiar contexts accurate, but the pupil has communicated his or her meaning successfully.
See also
 Speaking 2.3
 Writing 4.2.3
Speaking 2.2.1 formal and informal registers
Use formal and informal Register refers to style of speaking/writing according to the communicative purpose and social context.
registers appropriately in
most familiar contexts Formal register is usually associated with situations that are serious or involve people who are older or with whom the
speaker/writer is not familiar. Formal register includes the language of politeness (qualifiers, softeners, negative question
forms) and passive structures. A formal register is common in presentations, applications, letters and formal emails.
See also Informal register is commonly used in situations that are relaxed or involve people well-known to the speaker/writer.
Informal register is characterised by contractions, relative clauses without a relative pronoun and ellipses. It is common
 Writing 4.2.4 among siblings and friends and frequently used on social networks and informal emails.
most familiar contexts
Familiar contexts are communicative situations that pupils know. Examples include interactions that are related to topics
covered in the Close-Up textbooks for Form 3, such as conversations with family and friends, discussing how to protect
the environment or the advantages and disadvantages of a life style, communicating in shops and restaurants, talking to
a Doctor.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Teachers
should use their own judgement here.

Speaking 2.3.1 discourse-level exchanges
Communication or discussion in a communicative situation that pupils are familiar with (e.g. a two-way conversation
about plans for the weekend; a group discussion about how to make the school more environmentally friendly; a class
Confirm understanding in
debate about the advantages and disadvantages of doing team sports.
discourse-level exchanges
by repeating back what a repeating back what a speaker has said
speaker has said.
By repeating back information in own words or in simple terms, pupils demonstrate a clear understanding of what they
have heard.
Reading
Reading 3.1.4 unfamiliar print
Use independently familiar and some A written text which expands on a familiar topic or is of a different topic to those covered in Form 4 so far (or in Forms 2
unfamiliar print and digital resources or 3).
to check meaning and extend
understanding
Reading 3.1.6 genres
Recognise with support typical Genres are distinctive text types. Written genres include: articles, adverts, blog posts, brochures, leaflets, news reports,
features at word, sentence recipes, song lyrics, stories and text messages.
and text levels of an
increased range of genres an increased range of genres
Pupils are expected to be able to link, with support, the reading texts they will come across (at word, sentence and text
levels) with the increasing number of different text types included in Form 4. The range of texts is listed in the Scheme of
Works and includes the texts in the Full Blast Plus 4 textbook and the Literature Component textbook.

Reading 3.2.1 investigate and analyse national issues
Read a variety of suitable print and Pupils take an interest in what is happening around them and expand their knowledge by further reading about events
digital texts to investigate and and happenings of local or national importance, which are current and relevant e.g. from a newspaper or articles on the
analyse national issues internet
Writing
Writing 4.2.1 reasonable accuracy
Punctuate written work on a Reasonable accuracy means that punctuation in written work is mostly accurate, but contains occasional mistakes. Such
range of text types with mistakes are typical of B1 Mid learners.
reasonable accuracy
See also
 Writing 4.2.2
Writing 4.2.3 extended plan or draft
Produce an extended plan or A text of four or more paragraphs.

draft and modify this
appropriately in response to feedback
feedback or independently
This could be peer feedback, group feedback or teacher feedback.
modify this appropriately independently
Pupils who can modify a plan or draft appropriately independently know what to look for in their written work (for
example, spelling, grammar and punctuation errors, as well as the structure of the writing) in order to improve their work
without always needing feedback from the teacher. The result is a second draft of their work that is easier to understand
and which contains fewer language errors than the first draft.

Writing 4.2.4 target audience in most familiar situations
The target audience for written texts is the expected reader whom the text is meant to address. When pupils write an
email they should think about whom they are writing for, i.e. their target audience. They should consider what the reader
Use formal and informal expects to read in terms of the genre (e.g. email, story), text format (e.g. beginning and end) and content (e.g. thriller
registers appropriate to the story, invitation).
target audience in most
familiar situations Pupils are expected to write about familiar situations (e.g. holiday, reply to invitation) and address an audience they are
already familiar with (family, friends, teachers).
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Teachers
should use their own judgement here.
Literature in Action
Literature in Action 5.2.1 evaluate and explain
Evaluate and explain briefly Describe what stylistic features are used by an author to show character, events or place and say how successful
stylistic features an author these features are.
uses to show character,
events or place stylistic features
Stylistic features are the ways in which words and sentences are arranged and how they affect meaning. Stylistic
features can distinguish the work of individual authors. Particular text types are associated with the use of
particular stylistic features, for example, alliteration is commonly associated with poetry.

5. Scheme of Work: Lessons 1 – 112
Unit 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
LESSON 1(Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
WEEK:__
TOPIC: Let’s Chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
and Communications Technology related to free-time activities; phrases expressing likes
and dislikes; phrases expressing opinion
CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Full Blast Plus 4 Support can be given to less
Main Skill Main Skill Pre-lesson Student’s Book, pp 8-9 proficient pupils depending on
Activate prior knowledge and experience in this lesson using Activity Teacher’s Book, pp 8-9 their needs, such as by
Reading 3.1 Reading 3.1.1 A. providing vocabulary to use in
Understand a Understand the the speaking activities, or
variety of texts by main points in Lesson delivery sentence starters and model
using a range of extended texts on a This lesson focuses on Activities B, D and E (C is optional). sentence constructions to
appropriate wide range of See the Teacher’s Book for detailed guidance. Note that in Activity B help the pupil produce
reading strategies familiar topics pupils are asked to read for gist. sentences.
to construct
meaning Activities B and D focus on developing the main skill for this lesson. For additional differentiation
Activity E focuses on the complementary skill. In order to fully focus strategies, please refer to the
on this skill, remind pupils to justify their opinions. provided list of differentiation
Complementary Complementary Post-lesson strategies and select
Skill Skill appropriate strategy
Ask pupils to review their learning in this lesson by getting them to /strategies based on the
Speaking 2.1 Speaking 2.1.4 identify with their talk partner(s) at least one new word or expression needs of the pupils.
Communicate Explain and justify that they have learned in relation to the topic of free-time activities.
information, ideas, own point of view When pupils are ready, collect and share words/expressions as a
opinions and whole class.
feelings intelligibly
on familiar topics

WEEK:__ LESSON 2 (Language Awareness 1) MAIN SKILL(S) FOCUS: Language Awareness THEME: Science and Technology
TOPIC: Let’s Chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Present Simple vs
and Communications Technology Present Progressive / computer-based vocabulary

LEARNING OUTLINE
See Student’s Book pp 11 for
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 a further grammar activity on
Ask questions to pupils (or write questions on the board) to elicit Student’s Book, pp 9- comparisons that can be
This is a This is a grammar- responses using either the Present Simple or Present Continuous. 10 used as extension activity
grammar-focused focused lesson so Ensure pupils have appropriate wait time and/or opportunities to Teacher’s Book, pp 9- with fast finishers and/or
lesson so listening, speaking, discuss their responses with talk partners. Alternatively, play a game 10 homework.
listening, reading and writing which reviews the uses of Present Simple vs Present Progressive or For additional differentiation
speaking, reading skills are not revises stative verbs (see, like, seem, understand, need, believe, strategies, please refer to the
and writing skills explicitly covered. imagine, know) which do not usually take the Progressive form. provided list of differentiation
are not explicitly strategies and select
covered. Lesson delivery appropriate strategy
This lesson focuses on Grammar Present Simple vs Present /strategies based on the
Progressive, and computer-related vocabulary. See the needs of the pupils.
Teacher’s Book for detailed guidance. Note that pupils have
encountered the present simple and present continuous in Form 2
and Form 3. When going through answers explain that ‘understand’
is a stative verb and elicit more examples (see above). These are
verbs that are only used in the present simple. Provide and / or elicit
examples (e.g. ‘Peter hates his new school’ not ‘Peter is hating his
new school’).
To introduce the vocabulary activities either ask pupils to think back
to the reading text about SN Sites and elicit what computer-based
vocabulary they know / remember or play a word game (such as
bingo) practising computer-based vocabulary. Pupils complete
Activities A-C. See the Teacher’s Book for detailed guidance.
Post-lesson
Ask pupils to write six sentences. Three sentence using stative
verbs and three sentences using action verbs in the present
continuous. Ask pupils to make two deliberate mistakes. Pupils
swap sentences and see if they can spot the sentences which are
wrong.

WEEK:__ LESSON 3 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: Science and Technology
TOPIC: Let’s Chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Computer-related
and Communications Technology vocabulary; words/phrases related to communication
CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Organise talk partners or grouping
Pre-lesson Full Blast Plus 4 so that a more proficient pupil can
Listening 1.1 Listening 1.1.1 Devise an activity to elicit pupils’ prior knowledge of computer- Student’s Book, help and support a less proficient
Understand Understand related vocabulary. p11 pupil.
meaning in a independently the Teacher’s Book, Support can be given to less
variety of familiar main ideas in Lesson delivery p 11 proficient pupils during Activity A,
contexts extended texts on a This lesson focuses on Activities A, B and C. See the Teacher’s Audio CD depending on their needs. For
wide range of Book for detailed guidance. Activities B and C focus on the main example, by providing vocabulary
familiar topics skill. or model sentence constructions to
help the pupil produce sentences.
Complementary Complementary For Activity A to meet the complementary skill, extend activity by
Skill Skill adding a stage to the activity in which pupils report back on their To support less confident pupils in
discussions. Activity B, pause the listening track
Speaking 2.1 Speaking 2.1.1 For Activity B, give pupils the opportunity to check and discuss their at selected intervals to allow
Communicate Explain simple answers in small groups before collecting responses. Follow thinking time. Alternatively, read
information, ideas, content on familiar instruction in the Teacher’s Book for Activity C. and pause at specific intervals from
opinions and topics from what Additional lesson activities may be required such as: using the the audio script in the Teacher’s
feelings intelligibly they read and hear recording from the Reading Lesson covered previously in the lesson Book if it helps less proficient
on familiar topics sequence; using the post-listening activity suggested in the pupils to listen to your voice rather
Teacher’s Book. than that of a native speaker. Play
the track from the CD when pupils
Post-lesson
feel more confident.
Ask pupils to identify with their talk partner(s) at least one new word
or phrase that they have learned in relation to the lesson topic. For additional differentiation
When pupils are ready, collect and share words/phrases as a whole strategies, please refer to the
class. provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.

WEEK:__
LESSON 4 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: Science and Technology

LEARNING OUTLINE
Main Skill Main Skill Full Blast Plus 4 Organise talk partners or
Pre-lesson Student’s Book, p 12 grouping so that a more
Speaking 2.1 Speaking 2.1.1 Activate prior knowledge in this lesson with a True/False activity. Teacher’s Book, p12 proficient pupil can help and
Communicate Explain simple Give pupils red and green cards (red to show False, green to show support a less proficient pupil.
information, ideas, content on familiar True). Start the lesson verbally or with a series of statements on the Support can be given to less
opinions and topics from what whiteboard and pupils have to tell whether they think each proficient pupils depending on
feelings intelligibly they read and hear statement is True or False using their cards. For example, the their needs, such as by
on familiar topics statements might focus on specific aspects of language use or providing vocabulary to use in
understanding of grammar from previous lessons. the speaking activity, or
sentence starters and model
Complementary Complementary Lesson delivery sentence constructions to
Skill Skill This lesson focuses on the speaking activity. See the Teacher’s help the pupil produce
Book for detailed guidance. In order to focus on the main skill sentences.
Listening 1.1 Listening 1.1.5 extend the speaking activity by adding a stage in which pupils report
Understand Understand back on their discussions (for example, by rearranging groups). To For additional differentiation
meaning in a independently more focus on the complementary skill in the lesson, add a further activity strategies, please refer to the
variety of familiar complex questions with additional complex questions. For example: Do you think it’s provided list of differentiation
contexts on a wide range of better to do sport in groups or individually? / What benefit(s) do you strategies and select
familiar topics get from doing a group sport like football or volleyball? / What appropriate strategy/
benefit(s) do you get from practicing a sport, like running, on your strategies based on the
own? / Why do you think some people like to practice extreme needs of the pupils.
sports like bungee jumping, rock climbing or white water rafting? ).
These questions should be spoken by the teacher (use wait time
and select pupils for responses).
Post-lesson
Ask pupils to review their learning in this lesson by completing an
exit card: ‘what went well in your learning?’ and ‘your learning would
have been even better if…’ Collect the cards and use them for
planning subsequent lessons.

WEEK:__
LESSON 5 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology

LEARNING OUTLINE
Main Skill Main Skill Full Blast Plus 4 Activity D can be given as
Pre-lesson Student’s Book, p13 homework.
Writing 4.2 Writing 4.2.3 Activate prior knowledge in this lesson by asking pupils about their Teacher’s Book, p 13
Communicate Produce an experience with social media websites and their profiles. Encourage For additional differentiation
with appropriate extended plan or the use of vocabulary relevant to the topic and give support where strategies, please refer to the
language, form draft and modify this needed. provided list of differentiation
and style appropriately in strategies and select
response to Lesson delivery appropriate strategy/
feedback or This lesson focuses on Activities A, B, C, and D. See the strategies based on the
independently Teacher’s Book for detailed guidance. Extend Activities B and C to needs of the pupils.
meet the main skill. Give feedback on pupils’ spelling in Activities B
Complementary Complementary and D, as well as other writing activities that may take place during
Skill Skill this lesson. In Activity C pupils can be asked to share their
ideas/notes from Activity B and discuss their responses to the
Writing 4.2 Writing 4.2.2 questions in small groups. You can then ask pupils to modify their
Communicate Spell written work ideas/notes to reflect the feedback they have been given
with appropriate on a range of text
language, form types with Activities B and C focus on developing the main skill for this lesson.
and style reasonable Activities B and D focus on the complementary skill.
accuracy Post-lesson
Ask pupils to review their learning in this lesson by describing what
they have learnt in the lesson and how they learnt it. Allow pupils to
discuss their ideas with their talk partner(s) before collecting ideas
as a class.

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK BASED LESSON (UNIT 1)
WEEK:__ LESSON 6 (Revision 1) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
TOPIC: Teacher to select CROSS CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select

LEARNING OUTLINE
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from For differentiation strategies,
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve Full Blast Plus 4 or please refer to the provided list
main skill and skill and their work from the previous lesson. other resources of differentiation strategies and
complementary complementary skill select appropriate
skill based on based on their strategy/strategies based on
their pupils’ needs pupils’ needs and the needs of the pupils.
and interests interests

LESSON 7 (Reading 2) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
WEEK: __
TOPIC: Let’s chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
and Communication technology related to free-time activities; mobile phone-based
vocabulary; phrases expressing likes and dislikes;
phrases expressing opinion

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Student’s Book, pp14- proficient pupils during
Activate prior knowledge in this lesson by asking pupils to think of all 15 Activity C depending on their
Reading 3.1 Reading 3.1.3 the different activities a mobile phone can be used for. Then Teacher’s Book, pp 14- needs. For example the
Understand a Guess the meaning continue with the pre-reading Activity A in the Student Book. Allow 15 possible options could be
variety of texts by of unfamiliar words pupils to discuss their ideas with their talk partner(s) before narrowed down to two or
using a range of from clues provided collecting ideas as a class. three words.
appropriate by other words and For additional differentiation
reading strategies by context on a Lesson delivery strategies, please refer to the
to construct wide range of This lesson focuses on Activities B, C and E (D can be given as provided list of differentiation
meaning familiar topics homework). See the Teacher’s Book for detailed guidance. For strategies and select
Activity E to meet the complementary skill, extend the activity by appropriate strategy
adding a stage to the activity. Pupils first discuss the questions in /strategies based on the
Complementary Complementary small groups then re-group to report back their ideas. needs of the pupils.
Skill Skill
For Activities B and C, give pupils the opportunity to check and
Speaking 2.3 Speaking 2.3.1 discuss their answers in small groups before collecting responses.
Use appropriate Confirm Activity C focuses on developing the main skill.
communication understanding in Post-lesson
strategies discourse-level
exchanges by Play word bingo using the highlighted words from the text.
repeating back what Alternatively, make sure pupils have their books closed. Give pupils
a speaker has said red and green cards (red to show False, green to show True). Say
one of the highlighted words and read a meaning from Activity C
(either the right one or a different one) Ask pupils to show true or
false using the appropriate card.

TOPIC: Let’s Chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Past simple, used to,
and Communication Technology be used to; use of suffixes

LEARNING OUTLINE
Full Blast Plus 4 For differentiation strategies,
Pre-lesson
This is a This is a grammar- Student’s Book, pp15- please refer to the provided
grammar- focused focused lesson so Ask pupils to talk in small groups about habits they had in the past 16 list of differentiation strategies
lesson so listening, speaking, but don’t have now, and habits that they have now. Collect the ideas Teacher’s Book, pp 15- and select appropriate
listening, reading and writing from the class and write some good examples on the board which 16 strategy/strategies based on
speaking, reading skills are not will illustrate the difference between ‘used to’ (I used to write on the the needs of the pupils.
and writing skills explicitly covered. walls but now I don’t) and ‘being used to’ (she is used to having a
are not explicitly glass of water before bedtime). Introduce ‘used to’ and ‘be/get used
covered. to.
Lesson delivery
This lesson focuses on Grammar Past Simple, used to and
be/get used to. See the Teacher’s Book for detailed guidance.
Note that pupils have encountered the Past Simple in Form 2 and
Form 3. Give pupils the opportunity to check and discuss their
answers in small groups before collecting responses. Pupils may
need further practise of ‘used to’ and ‘be/get used to’ with more
examples on the board.
Pupils complete A and B. See the Teacher’s Book for detailed
guidance.
Additional lesson activities may be required: use the Vocabulary
activity on A and B.
Post-lesson
Review learning in this lesson by asking pupils to write six
sentences. Three sentence using ‘used to’ and three others using
‘be / get used to’. Ask pupils to make two deliberate mistakes. Pupils
swap sentences and see if their peers can spot the sentences which
are wrong.

WEEK:__
LESSON 9 (Listening 2) MAIN SKILL FOCUS: Listening THEME: Science and Technology
and Communication technology related to free-time activities; words/phrases related to
body language.

LEARNING OUTLINE
Full Blast Plus 4 Organise talk partners or
Main Skill Main Skill Pre-lesson Student’s Boo, p16 grouping so that a more
Play a game to review adverbs describing mood. Put an action on Teacher’s Book, p16 proficient pupil can help and
Listening 1.1 Listening 1.1.2 the board (e.g. digging the garden). Pupils take it in turns to come to Audio CD support a less proficient pupil.
Understand Understand the front of the class to take a mood card (i.e. happily) and mime the To support less confident
meaning in a independently action in an appropriate manner while the class guess the adverb. pupils, pause the listening
variety of familiar specific information Alternatively, choose another appropriate pre-lesson activity that track at selected intervals to
contexts and details in activates prior knowledge. allow thinking time.
extended texts on a Alternatively, read and pause
wide range of Lesson delivery at specific intervals from the
familiar topics This lesson focuses on Activities A and B. See the Teacher’s audio script in the Teacher’s
Book for detailed guidance. For Activity A to meet the Book if it helps less proficient
complementary skill, extend activity by adding a stage to the activity pupils to listen to your voice
Complementary Complementary in which pupils report back on their discussions giving justification rather than that of a native
Skill Skill for their ideas. For Activity B, give pupils the opportunity to check speaker. Play the track from
and discuss their answers in small groups before collecting the CD when pupils feel more
Speaking 2.1 Speaking 2.1.4 responses. confident.
Communicate Explain and justify For additional differentiation
information, ideas, own point of view If there is time to do another listening activity, use the listening on strategies, please refer to the
opinions and page 17. See the Teacher’s Book for detailed guidance. provided list of differentiation
feelings intelligibly Activity A focuses on developing the complementary skill for this strategies and select
on familiar topics lesson. Activity B focuses on the main skill. appropriate strategy
Post-lesson. /strategies based on the
Ask pupils to review their learning in this lesson by getting them to
close their textbooks and then to recall with their talk partner(s) what
they have learnt about body language from expert, Dr Susan
Maddison. When pupils are ready, collect and share ideas as a
whole class. Choose another post-lesson activity if preferred.

WEEK:__ LESSON 10 (Speaking 2) MAIN SKILL(S) FOCUS: Speaking THEME: Science and technology
TOPIC: Let’s chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: expressing
and Communication technology advantages and disadvantages

LEARNING OUTLINE
Full Blast Plus 4 Organise talk partners or
Pre-lesson
Main Skill Main Skill Student’s Book, p 17 grouping so that a more
Devise an activity/game to revise computer-related vocabulary from Teacher’s Book, p 17 proficient pupil can help and
Speaking 2.1 Speaking 2.1.3 previous lessons. support a less proficient pupil.
Communicate Explain advantages Support can be given to less
information, ideas, and disadvantages Lesson delivery proficient pupils during the
opinions and of plans and This lesson focuses on the speaking activity. See the Teacher’s writing activity, by providing
feelings intelligibly ambitions Book for detailed guidance. Pupils work with a partner or in small sentence starters and
on familiar topics groups to complete the speaking activity. When they are ready, modelling sentence
collect and share their ideas with the whole class. constructions to help the pupil
Complementary Complementary produce sentences. Ask
Skill Skill Draw up the table below (see the Teacher’s book, p 17) on the pupils to write two paragraphs
board. describing just the benefits.
Writing 4.1 Writing 4.1.5 laptop desktop computer You may want to get pupils to
Communicate Organise, sequence Advantages Disadvantages finish off the writing activity
intelligibly through and develop ideas for homework.
print and digital within a text of For additional differentiation
media on familiar several paragraphs Disadvantages Advantages strategies, please refer to the
topics on familiar topics provided list of differentiation
strategies and select
appropriate strategy
Ask pupils to help you fill in all the advantages and disadvantages.
/strategies based on the
Ask pupils to work with their partner or small groups to write up the
ideas into a text of four short paragraphs corresponding with the four
boxes in the table describing the advantages and disadvantages of
both computers. Before pupils write up their ideas you may want to
revise connectives that introduce similar and contrasting ideas (also,
as well as, on the other hand, apart from this, however)
Post-lesson
Choose an appropriate post-lesson activity that suits pupils’
needs/interests and that will review learning in the lesson.

WEEK:__
LESSON 11 (Writing 2) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
and Communication technology related to free-time activities; words/phrases/language
used in informal letters and emails

LEARNING OUTLINE
Full Blast Plus 4
Main Skill Main Skill Pre-lesson Student’s Book, pp 18- Support can be given to less
Write on the board 6 sentences / phrases (3 using formal language, 19 proficient pupils depending on
Writing 4.2 Writing 4.2.4 3 using informal language). Ask pupils what is different about the Teacher’s Book, pp18- their needs, such as by
Communicate Use formal and sentences. Once you have established formal / informal language 19 providing a framework for the
with appropriate informal registers ask pupils to work with talk partner(s) and change the formal Strips of paper with email in Activity E.
language, form appropriate to the phrases / sentences to informal and the informal to formal. sentences or phrases
and style target audience in using either formal or For additional differentiation
most familiar Lesson delivery informal language strategies, please refer to the
situations This lesson focuses on Activities A, B, C and E (Activity D can provided list of differentiation
be given as homework). See the Teacher’s book for detailed strategies and select
guidance. To maximise time, read Simon’s email as a class and appropriate strategy
Complementary Complementary explain any unknown words. Put pupils in pairs to answer the /strategies based on the
Skill Skill questions for Activity A. Check answers. In order to focus on the needs of the pupils.
complementary skill in the lesson, Activity A should be extended by
Reading 3.1 Reading 3.1.5 asking further questions about the writer’s attitude. (What does
Understand a Recognise with little Simon think about getting a new laptop? / How does he think Mark
variety of texts by or no support the will feel about this news? / What is Simon’s attitude towards having
using a range of attitude or opinion a birthday party? / How does Simon think Mark will feel about this
appropriate of the writer in news?) Do Activity B as a class. Put pupils in small groups to
reading strategies extended texts on a complete Activity C. Activity E focuses on developing the main skill.
to construct wide range of
meaning familiar topics Post-lesson
Divide pupils into small groups and give each group 10 strips of
paper (5 with an informal sentence or phrase suitable for an informal
letter, 5 with a formal sentence or phrase suitable for a formal letter).
Ask pupils to divide the strips into two groups ‘formal’ or ‘informal’
When pupils are ready elicit answers onto the board.

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 1)
select

LEARNING OUTLINE

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK:__ LESSON 13 (Literature in Action 1) MAIN SKILL(S) FOCUS: Literature in Action THEME: Teacher to select
select

LEARNING OUTLINE
Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in list of differentiation strategies
Action Action Teachers should ensure that their lesson covers the Literature in and select appropriate
5.1 5.1.1 Action content and learning standard specified for this lesson. strategy/strategies based on
Engage with, Explain briefly the the needs of the pupils.
respond to and feelings and
interpret a variety opinions a text
of literary text provokes in them
types

Unit 2
LESSON 14 (Reading 3) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
WEEK:__
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words / phrases
related to charity / doing unusual or dangerous activities
to raise money

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Student’s Book, proficient pupils depending on
Put the word ‘charity’ on the board and ask pupils what the word pp 22-23 their needs, such as by giving
Reading 3.1 Reading 3.1.1 means to them. Allow pupils time to discuss their ideas with their Teacher’s Book, some examples in Activity C
Understand a Understand the talk partner(s) then collect responses. Further activate prior pp 22-23 and reducing the amount of
variety of texts by main points in knowledge and experience in this lesson using Activity A. Allow information pupils need to
using a range of extended texts on a pupils time to discuss their ideas with their talk partner(s) then complete. Support can also
appropriate wide range of collect responses. be given by giving vocabulary
reading strategies familiar topics to use in the speaking
Lesson delivery
to construct activities, or sentence starters
meaning This lesson focuses on Activities B, C, and E (Activity D can be and model sentence
given as homework). See the Teacher’s Book for detailed constructions to help the pupil
Complementary Complementary guidance. Note that in Activity B pupils are asked to read for gist. produce sentences.
Skill Skill Allow pupils time to discuss their ideas with their talk partner(s) For additional differentiation
before collecting responses. In order to focus on the complementary strategies, please refer to the
Speaking 2.1 Speaking 2.1.4 skill allow pupils time to discuss ideas with their talk partner(s) provided list of differentiation
Communicate Explain and justify before opening up the discussion to the class. Encourage pupils to strategies and select
information, ideas, own point of view expand on the answers by explaining and justifying their points of appropriate strategy
opinions and view. /strategies based on the
feelings intelligibly Activities B and C focus on developing the main skill for this lesson. needs of the pupils.
on familiar topics Activity D enhances the understanding of the reading text. Activity E
focuses on the complementary skill.
Post-lesson
Ask pupils which charity would they like to raise money for and what
unusual activity would they do to raise money. Encourage pupils to
use their imaginations to come up with some unusual ideas. When
ready, collect responses.

WEEK:__
LESSON 15 (Language Awareness 3) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: countable and
uncountable nouns. Quantifiers: some, any, much,
many, a lot of, lots of, plenty of, (a) few, (a) little

LEARNING OUTLINE
Full Blast Plus 4 For additional differentiation
Pre-lesson Student’s Book, pp 23-
This is a This is a grammar- strategies, please refer to the
grammar-focused focused lesson so Activate prior knowledge in this lesson by playing a noun game. For 24 provided list of differentiation
lesson so listening, speaking, example: Pupils work with talk partner(s). On a piece of paper get Teacher’s Book, pp 23- strategies and select
listening, reading and writing pupils to write the alphabet (A-Z) down the left-hand margin. When 24 appropriate strategy
speaking, reading skills are not ready, give pupils a set time depending on level of pupils (e.g. 3 Paper for pre-lesson /strategies based on the
and writing skills explicitly covered. minutes) to write a noun for each letter of the alphabet. Tell pupils activity if doing. needs of the pupils.
are not explicitly they get 1 mark for each correct countable noun and 2 marks for
covered. each correct uncountable noun. When ready, collect responses and
pupils add up their marks.
Lesson delivery
This lesson focuses on the quantifiers of countable and
uncountable nouns. See the Teacher’s Book for detailed guidance
for the Grammar exercise. Always give pupils the opportunity to
check and discuss their answers in small groups before collecting
responses. Complete the Vocabulary activities as a follow up.
Post-lesson
Ask pupils to work with their talk partner(s) and come up with six
sentences using quantifiers. Tell pupils to make three sentences
where they use the quantifiers correctly and three where the
quantifiers are incorrect. Swap sentences with another pair and
correct the mistakes. Share some of the responses with the class.

WEEK:__
LESSON 16 (Listening 3) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Information and LANGUAGE/GRAMMAR FOCUS: words / phrases
Communications Technology describing plot / setting / characters; words / phrases
describing preference

LEARNING OUTLINE
To support less confident
Main Skill Main Skill Pre-lesson Full Blast Plus 4 pupils in Activity B, pause
Devise an activity to elicit pupils’ prior knowledge of Harry Potter. Student’s Book, the listening track at
Listening 1.1 Listening 1.1.2 Alternatively, if pupils are not familiar with Harry Potter, use a popular p 25 selected intervals to allow
Understand Understand character from a Malaysian Adventure / action story. Teacher’s Book, thinking time. Alternatively,
meaning in a independently p 25 read and pause at specific
variety of familiar specific information Lesson delivery Audio CD intervals from the audio
contexts and details in This lesson focuses on Activities A and B. See the Teacher’s Book for script in the Teacher’s Book
extended texts on a detailed guidance. For Activity A to meet the complementary skill, extend if it helps less proficient
wide range of the activity by adding a stage in which pupils choose a favourite fantasy pupils to listen to your voice
familiar topics or adventure film, describe the plot, the characters to their talk partner(s) rather than that of a native
and explain why they like it. When ready, collect some responses to speaker. Play the track from
share with the class. For Activity B, give pupils the opportunity to check the CD when pupils feel
Complementary Complementary and discuss their answers in small groups before collecting responses. more confident.
Skill Skill
Activity B focuses on developing the main skill for this lesson. Activity A For additional differentiation
Speaking 2.1 Speaking 2.1.1 focuses on the complementary skill. strategies, please refer to
Communicate Explain simple Additional lesson activities may be required such as: using the recording the provided list of
information, ideas, content on familiar from the Reading Lesson covered previously in the lesson sequence; differentiation strategies
opinions and topics from what using the post-listening activity suggested in the Teacher’s Book. and select appropriate
feelings intelligibly they read and hear strategy/strategies based
Post-lesson
on familiar topics on the needs of the pupils
Ask pupils to work with their talk partner(s) and come up with at least one
new fact about Harry Potter (characters, plots, books, films). Encourage
pupils to think of unusual facts that others might not know. Once they are
sure they know the correct answer, they turn the fact into a question. i.e.
What is the name of Fred and Ron Wesley’s joke shop? How do
Hogwarts’ students receive letters? When pupils are ready, collect the
questions and hold a Harry Potter trivia quiz.

WEEK:__
LESSON 17 (Speaking 3) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
describing people’s characteristics / expressing an
opinion / supporting a point of view

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Organise talk partners or
Main Skill Main Skill Activate prior knowledge in this lesson by writing on the board: fire- Student’s Book, p 26 grouping so that a more
fighter, politician, football player, librarian, flight attendant. Check Teacher’s Book, p 26 proficient pupil can help and
Speaking 2.1 Speaking 2.1.4 meaning then ask pupils to work with their talk partner(s) to come up support a less proficient pupil.
Communicate Explain and justify with a list of characteristics that a person from each profession should Support can be given to less
information, ideas, own point of view have and why, i.e. a footballer needs to be fit because he/she needs proficient pupils depending on
opinions and to run around the football pitch a lot. When ready, collect responses. their needs, such as by
feelings intelligibly providing vocabulary to use in
on familiar topics Lesson delivery the speaking activity, or
This lesson focuses on the speaking activity. See the Teacher’s sentence starters and model
Book for detailed guidance. The speaking activity must be extended to sentence constructions to
Complementary Complementary meet the main skill by adding a stage to the activity in which pupils help the pupil produce
Skill Skill explain and justify their point of view. For example: ask pupils to sentences. More proficient
choose which of the four professions they would be best at and justify pupils can be given
Listening 1.1 Listening 1.1.5 their answer by describing their own characteristics. To meet the ‘organiser’ or ‘team leader’
Understand Understand complementary skill in the lesson, add a further activity with complex positions so they can
meaning in a independently more questions (see definition of a complex question in the glossary). participate in the activities
variety of familiar complex questions These questions should be spoken by the teacher (use wait time, and manage them as well.
contexts on a wide range of repeat if necessary and select pupils for responses). For example:
familiar topics Explain why it is so important for an athlete to be passionate about For additional differentiation
what he/she does? Why would somebody who is anxious not make a strategies, please refer to the
good paramedic? provided list of differentiation
Post-lesson appropriate strategy/
Play the hot air balloon game. Divide the class into groups of 4-6. strategies based on the
Each pupil chooses a different profession from the lesson. Explain needs of the pupils.
that they are all in a hot air balloon but the balloon is going down so
one person must leave. Each pupil takes it in turn to explain why their
profession is the most important and therefore why they must remain
in the balloon. Once everyone has spoken, everybody in the balloon
votes for who should leave.

SCHEME OF WORK: TEXTBOOK LESSON (UNIT 2)
WEEK:__ LESSON 18 (Writing 3) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
describing people’s characteristics

LEARNING OUTLINE
Full Blast Plus 4 Fast finishers can write a
Pre-lesson
Main Skill Main Skill Student’s Book, p 27 paragraph describing what
Brainstorm characteristics and characteristic phrases from previous Teacher’s Book, p 27 characteristics somebody
Writing 4.2 Writing 4.2.3 lesson. Ask pupils to work with their talk partner(s) and come up with needs to do a profession of
Communicate Produce an somebody famous that they admire. Why do they admire this person? their choice. See suggested
with appropriate extended plan or What have they achieved? What characteristics does that person answers for teacher,
language, form draft and modify possess that helped them to achieve what they have? When ready, paramedic etc. in Teacher’s
and style this appropriately collect responses. Book as an example.
in response to Support can be given to less
feedback or Lesson delivery proficient pupils depending on
independently This lesson focuses on Activities B, C, D and E. See Teacher’s their needs, such as by giving
Book for detailed guidance. For Activities B, C and D give pupils the some example sentences in
Complementary Complementary opportunity to check and discuss their answers in small groups before Activity D and reducing the
Skill Skill collecting responses. In order to meet the main skill, add a stage to amount of information pupils
Activity E. Before writing the final version, get pupils to write a rough need to complete.
Reading 3.1 Reading 3.1.2 draft using the given plan (see Plan and Tip in Student’s Book). For
Understand a Understand each paragraph pupils make brief notes of the information they will For additional differentiation
variety of texts by specific details include. Ask pupils to swap notes with their partner. They should give strategies, please refer to the
using a range of and information in each other feedback by making some suggestions for improvement. provided list of differentiation
appropriate extended texts on Pupils modify their plans in light of feedback. Give the writing of the final strategies and select
reading strategies a wide range of version as homework. appropriate strategy/
to construct familiar topics strategies based on the
meaning Activities D and E focus on developing the main skill for this lesson. needs of the pupils.
Activities B and C focus on developing the complementary skill for this
lesson.
Post-lesson
Play Guess Who in small groups. One pupil thinks of a job and
describes the characteristics you need for the job. Other members of
the group guess which job the pupil is thinking of.

select

LEARNING OUTLINE

WEEK:__ LESSON 20 (Reading 4) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: : words / phrases
Technology describing plot / setting / characters;

LEARNING OUTLINE
Full Blast Plus 4
Main Skill Main Skill Pre-lesson
Student’s Book, pp 28 - Support can be given to less
Activate prior knowledge in this lesson by brainstorming the main 29 proficient pupils during the
Reading 3.1 Reading 3.1.2 features of the detective story genre. Then continue with the pre- Teacher’s Book, pp 28- extra activity by giving them a
Understand a Understand specific reading Activity A in the Student’s Book. Allow pupils to discuss their 29 list of the main events to put
variety of texts by details and ideas with their talk partner(s) before collecting ideas as a class. List of typical features in order then use to
using a range of information in of the detective genre summarise the text.
appropriate extended texts on a Lesson delivery and other genres for
reading strategies wide range of This lesson focuses on Activities B, C and E. Activity D can be post-lesson activity. For additional differentiation
to construct familiar topics given for homework. See the Teacher’s Book for detailed guidance. strategies, please refer to the
meaning provided list of differentiation
For Activity B and C, give pupils the opportunity to check and strategies and select
Complementary Complementary discuss their answers in small groups before collecting responses. appropriate strategy/
Skill Skill In order to meet the complementary skill, before looking at Activity strategies based on the
E, ask pupils to close their books. In pairs, take it in turns to needs of the pupils.
Speaking 2.4 Speaking 2.4.1 summarise the main events from the text in order, starting with the
Communicate Summarise the hundred-thousand pound burglary of the Mazarin stone. Note that
appropriately to a main points of a the events are not given in chronological order in the text. When
small or large story, text or plot ready, collect some responses to share with the class; allow other
group on familiar pupils to add their ideas about the order of events if relevant. Pupils
topics then look at Activity E. Give pupils time to discuss their ideas with
their partner(s) before collecting answers.
Activities B and C focus on the main skill. Activity E focuses on the
complementary skill.
Post-lesson
Review features of detective stories. For example read out a list of
typical features. Some of these should be typical features of
detective stories and some should be typical features of other
genres such as science fiction or fantasy. Pupils respond by
showing appropriate card (red to show False, not a feature of
detective stories, and green to show True, a feature of detective
stories).

WEEK:__ LESSON 21 (Language Awareness 4) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Past simple vs. past
continuous

LEARNING OUTLINE
Full Blast Plus For further practise write on board
Pre-lesson
This is a This is a grammar- 4 Student’s (or if possible give out paper
grammar-focused focused lesson so Ask questions to pupils (or write questions on the board) to elicit Book, pp 29-30 copies) of a short story involving
lesson so listening, speaking, responses using either the past simple or past continuous. Ask pupils to Teacher’s pupils in the class. Leave a gap
listening, reading and writing explain why the past simple or past continuous is used. Elicit the Book, pp 29-30 instead of the verb form with the
speaking, reading skills are not different uses of past simple and past continuous (see Grammar verb to use in brackets. E.g. Nural
and writing skills explicitly covered. Reference in the Student’s Book). Ensure pupils have appropriate wait and Aisyah ………. (walk) to the
are not explicitly time and/or opportunities to discuss their responses with talk partners. market when they …………(meet)
covered. Note: In Full Blast plus 4 past continuous is known as past progressive. Mira who ………….(wear) a
Both names are acceptable. strange hat. Nural ,,………….(ask)
Mira why she …………..(wear) the
Lesson delivery hat. Give pupils the opportunity to
This lesson focuses on Grammar Past Simple vs. Past check and discuss their answers in
Progressive. See the Teacher’s Book for detailed guidance. Note that small groups before collecting
pupils have encountered the past simple and past continuous in Form responses. Get Pupils to work with
3. Give pupils the opportunity to check and discuss their answers in talk partner(s) and continue the
small groups before collecting responses. story. When ready, collect
responses.
Complete the Vocabulary activities as a follow up.
For additional differentiation
Post-lesson strategies, please refer to the
provided list of differentiation
Ask pupils to think of different questions that will elicit responses using
strategies and select appropriate
either the past simple or past continuous. Pupils then share and
strategy/ strategies based on the
respond to their questions in small groups. Monitor and assist to check
correct usage of the two different tenses.

WEEK:__ LESSON 22 (Listening 4) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: past simple v. past
Science and Technology continuous / words / phrases describing a crime

LEARNING OUTLINE
Full Blast Plus 4 Ask pupils to work in pairs and
Main Skill Main Skill Pre-lesson
Student’s Book , p 30 describe a famous / daring
Divide the class into groups. On the board write: 1) crime scene Teacher’s Book, p 30 crime that they have seen in a
Listening 1.1 Listening 1.1.1 investigation 2) a car chase 3) DNA testing 4) hold up 5) a tooth. film or read about in a book /
Understand Understand Check comprehension (see the Teacher’s notes for DNA testing) newspaper. To support less
meaning in a independently the Set pupils a time limit. Ask pupils to device a short crime story using confident pupils in Activity C,
variety of familiar main ideas in all five words / phrases in any order. When ready share stories with pause the listening track at
contexts extended texts on a the class. selected intervals to allow
wide range of Lesson delivery thinking time. Alternatively,
familiar topics read and pause at specific
This lesson focuses on Activities B then A, and C. See the
intervals from the audio script
Teacher’s Book for detailed guidance. Go straight to Activity B after
Complementary Complementary in the Teacher’s Book if it helps
the pre-lesson activity. Give pupils the opportunity to check and
Skill Skill less proficient pupils to listen to
discuss their answers in small groups before collecting responses.
your voice rather than that of a
Ask: Do you think the old lady was brave or foolish? Ask pupils to
Speaking 2.1 Speaking 2.1.4 native speaker. Play the track
work with their talk partner(s) to discuss this question and the
Communicate Explain and justify from the CD when pupils feel
questions in Activity A. You could ask one pupil to agree that it is a
information, ideas, own point of view more confident.
good idea for people to stop a criminal and one to disagree. Tell
opinions and
pupils to think of two ideas to justify their point of view. Collect
feelings intelligibly For additional differentiation
responses. Follow the Teacher’s Book for Activity C.
on familiar topics strategies, please refer to the
Activity A focuses on the complementary skill. Activities B and C
focus on the main skill.
Post-lesson. appropriate strategy/ strategies
based on the needs of the
Ask pupils to identify with their talk partner(s) at least two new words pupils.
or expressions that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a
whole class.

WEEK:__ LESSON 23 (Speaking 4) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: words / phrases
Science and Technology describing an accident / connected to trains/ questions

LEARNING OUTLINE
Full Blast Plus Fast finishers can write a
Pre-lesson
Main Skill Main Skill 4 Student’s diary entry of the train driver
Activate prior knowledge in this lesson by asking pupils to read the role for Book, p 31 explaining why he didn’t slow
Speaking 2.1 Speaking 2.1.2 Student A in the Student’s Book and the questions below in the blue box with Teacher’s down the train in time, that
Communicate Ask about and talk partner(s) and ask them to think of some plausible answers. When ready, Book, p 31 happened afterwards and
information, ideas, explain causes and collect responses. how he feels about the
opinions and consequences of accident.
feelings intelligibly actions Lesson delivery Support can be given to less
on familiar topics events This lesson focuses on the speaking activity in the textbook. See the proficient pupils depending
simple processes Teacher’s Book for detailed guidance. The speaking activity must be on their needs, such as by
extended in order to meet the main skill by adding two more roles to the providing vocabulary to use
Complementary Complementary original role play. Divide pupils into groups of four. Pupil A and B take the in the speaking activity, or
Skill Skill roles Student A and B in Student’s Book. Pupil C is a second reporter (see sentence starters and model
Student A in the Student’s Book). Pupil D is the train driver. Give a role card sentence constructions to
Writing 4.1 Writing 4.1.4 to pupil D saying: Imagine you are the train driver. You forgot to slow down help the pupil produce
Communicate Express and the train and had to slam on the break to stop the train crashing into the sentences.
intelligibly through respond to opinions platform. The train came off the track. Carry out interviews A-B, C-D then A- For additional differentiation
print and digital and common D, C-B. When interviews are complete collect responses. Ask: What caused strategies, please refer to the
media on familiar feelings such as the train crash? What happened after the train came off the track? How did provided list of differentiation
topics amusement, anger the driver feel? How did the eye witness feel? In the same groups of four, ask strategies and select
and regret pupils to write a short newspaper article about the accident including a quote appropriate strategy/
from the eyewitness and train driver describing how they felt about the strategies based on the
accident. needs of the pupils.
*Give pupils homework for the next lesson (Lesson 24 Writing 4,

Activity C, p33) This way pupils can review the linking words / phrases
activity at home so that you can use class time to focus on the writing
activity.
Post-lesson.
Do a hot seat activity. Ask one volunteer to take on the role of the driver. Tell
the volunteer they must answer the questions in character of the driver. The
rest of the class take turns to ask the driver questions i.e. how long have you

been a train driver? Volunteer uses imagination to give appropriate answers.
Ask for a new volunteer to take on the role of a passenger or eyewitness.

LESSON 24 (Writing 4) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
WEEK:__
TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Creativity and LANGUAGE/GRAMMAR FOCUS: narrative tenses /
Innovation language and expressions / linking words

LEARNING OUTLINE
Full Blast Plus 4 Fast finishers can make a
Pre-lesson
Main Skill Main Skill Student’s Book, start on their final versions of
Activate prior knowledge in this lesson by asking pupils for examples of pp 32-33 the writing. Alternatively, they
Writing 4.1 Writing 4.1.5 thriller stories they are familiar with and brainstorming the typical features Teacher’s Book, can write a selection of
Communicate Organise, sequence of the thriller genre. With talk partner(s) give pupils one minute to write pp 32-33 exciting, intriguing opening
intelligibly through and develop ideas words connected with the thriller genre. Collect responses (i.e. suspense, story lines that will make the
print and digital within a text of thrill, excitement, scare, danger, action, anticipation, anxiety, surprise). reader want to continue
media on familiar several paragraphs reading.
topics on familiar topics Lesson delivery
This lesson focuses on Activity D (B is optional; C was given as For additional differentiation
homework in previous lesson). See Teacher’s Book for detailed strategies, please refer to the
Complementary Complementary guidance. Skip Activity A. Allow pupils to check their answers to Activity C provided list of differentiation
Skill Skill (given as homework) in pairs before reading the text as a class with the strategies and select
correct linking words / phrases, nominating pupils to explain the correct appropriate strategy/
Reading 3.1 Reading 3.1.6 answer for statements 1-8. If you have time to complete Activity B (which strategies based on the
Understand a Recognise with can help further address the complementary skill), extend it by adding a needs of the pupils.
variety of texts by support typical stage where pupils find the elements of thriller in the story (vocabulary,
using a range of features at word, setting, atmosphere etc). For Activity D tell pupils they are going to write a
appropriate sentence and text story of 5 or more paragraphs. Before they start writing, ask pupils to
reading strategies levels of an write a plan of their story with a brief description of action / setting for
to construct increased range of each paragraph. Monitor as pupils write their plans and give help to those
meaning genres who find it hard to formulate ideas. When you have checked writing plans,
pupils can write their stories. Allow pupils to complete stories for
homework if there is not enough time in class.
Writing a plan for Activity D focuses on the main skill and Activity C and B
(optional with extension) address the complementary skill.

Post-lesson.
First demonstrate on board, and then ask pupils with talk partner(s) to
come up with an exciting opening line to a thriller story which immediately
catches the reader’s interest. Collect responses to share.

LESSON 25 (Revision 4) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
WEEK:__
select

LEARNING OUTLINE
For differentiation strategies,
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from please refer to the provided
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve Full Blast Plus 4 or list of differentiation strategies
main skill and skill and their work from the previous lesson. other resources and select appropriate
complementary complementary skill strategy/strategies based on
skill based on based on their the needs of the pupils.
their pupils’ needs pupils’ needs and

TOPIC: Teacher to select CROSS CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to decide
select

LEARNING OUTLINE
Action 5.1 Action 5.1.1 Teachers should ensure that their lesson covers the Literature in and select appropriate
Engage with, Explain briefly the Action content and learning standard specified for this lesson. strategy/strategies based on
respond to and feelings and the needs of the pupils.
interpret a variety opinions a text
of literary text provokes in them
types

Unit 3
LESSON 27 (Reading 5) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
WEEK:__
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: language of
Education description, advertisements

LEARNING OUTLINE
Full Blast Plus 4 Activity D can be given for
Main Skill Main Skill Pre-lesson Student’s Book, homework if time does not
Activate prior knowledge in this lesson by asking pupils to discuss pp 38-39 allow doing it during class time.
Reading 3.1 Reading 3.1.2 their shopping habits. Put the following two questions on the board: Teacher’s Book, Alternatively fast finishers can
Understand a Understand specific Do you think shopping is a chore or a leisure activity? When was the pp 38-39 complete Activity D in class and
variety of texts by details and last time you went shopping? What did you buy? Give pupils the the rest at home. Pupils can
using a range of information in opportunity to discuss their ideas with talk partner(s) before use dictionaries to check their
appropriate extended texts on a collecting responses. Use this activity to elicit other vocabulary answers. Ensure to give out the
reading strategies wide range of relevant to the topic of shopping. answer key and explain
to construct familiar topics answers if necessary. ,.
meaning Lesson delivery Support can be given to less
This lesson focuses on Activities A, B, C and E. See the proficient pupils depending on
Complementary Complementary Teacher’s Book for detailed guidance. Complete Activity A. Note their needs, such as by
Skill Skill that in Activity B pupils are asked to read for gist. Allow pupils time providing vocabulary to use in
to discuss their ideas with their talk partner(s) before collecting the speaking tasks, or sentence
Speaking 2.1 Speaking 2.1.4 responses. In order to meet the complementary skill, allow pupils starters and model sentence
Communicate Explain and justify time to discuss ideas with their talk partner(s) before opening up the constructions to help the pupil
information, ideas, own point of view discussion to the class. Encourage pupils to expand on the answers produce sentences.
opinions and by explaining and justifying their points of view. For additional differentiation
feelings intelligibly strategies, please refer to the
on familiar topics Activities B and C focus on developing the main skill and Activity E provided list of differentiation
focuses on the complementary skill. strategies and select
Post-lesson appropriate strategy /strategies
based on the needs of the
Ask pupils to identify with their talk partner(s) at least three new pupils.
words or phrases that they have learned in relation to shopping.
When pupils are ready, collect and share words/phrases as a whole
class.

WEEK:__
LESSON 28 (Language Awareness 5) MAIN SKILL(S) FOCUS: Language Awareness THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: modal verbs
Financial Education expressing possibility / obligation / prohibition / future
predictions

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 For differentiation strategies,
This is a This is a grammar- Student’s Book, pp 39-please refer to the provided
grammar-focused focused lesson so Play a game revising the use of modal verbs. For example: Each 40 list of differentiation strategies
lesson so listening, speaking, pupil is given a card with a list of challenging activities such as touch Teacher’s Book, pp 39- and select appropriate
listening, reading and writing your toes while standing on one leg, speak 5 words backwards; 40 strategy/strategies based on
speaking, reading skills are not wiggle your ears etc. The pupils speak to everybody in their group to the needs of the pupils.
and writing skills explicitly covered. find out about their past and present abilities by asking 'Can you...?'
and 'Could you...? with one activity on their card. Pupils put a tick on
are not explicitly
covered. the back of the card each time a classmate answers 'Yes, I can' or
'Yes, I could'. If possible, the classmate should also prove their
ability by completing the activity on the card. When ready, collect
responses.
Lesson delivery
This lesson focuses on the Grammar activities. See the
Teacher’s Book for detailed guidance. Always give pupils the
opportunity to check and discuss their answers in small groups
before collecting responses.
Complete the Vocabulary activities as a follow up
Post-lesson
Ask pupil to make up some amusing sentences using the structure
‘would rather….than….’ i.e. ‘I would rather cycle through a herd of
angry elephants than do my language homework.’ Share responses
with class.

WEEK:__ LESSON 29 (Listening 5) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: words and phrases
Education connected with shopping

LEARNING OUTLINE
To support less confident
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 pupils, pause the listening
Activate prior knowledge of the relevant vocabulary by going through the Student’s Book, p41 track at selected intervals
Listening 1.1 Listening 1.1.1 listening transcript in the Teacher’s Book and making a list of any words / Teacher’s Book, to allow thinking time.
Understand Understand phrases your pupils may find challenging. List these on the board. Ask p41 Alternatively, read and
meaning in a independently the pupils in groups to come up with a definition of the words / phrases listed Full Blast Plus 4 pause at specific intervals
variety of familiar main ideas in on the board. When ready collect responses. Audio CD from the audio script in
contexts extended texts on a the Teacher’s Book if it
wide range of Lesson delivery helps less proficient pupils
familiar topics This lesson focuses on Activities A and B. See the Teacher’s Book for to listen to your voice
detailed guidance. Give pupils the opportunity to check and discuss their rather than that of a native
answers in small groups before collecting responses. speaker. Play the track
Complementary Complementary from the CD when pupils
Skill Skill Activities A and B focus on developing the main skill. feel more confident.
In order to meet the complementary skill add another stage after collecting
Speaking 2.1 Speaking 2.1.1 responses for Activity B. Put on the board: For additional
Communicate Explain simple  Explain what is happening at ‘Sportstime’ (half price, walking boots, differentiation strategies,
information, ideas, content on familiar tracksuits) please refer to the
opinions and topics from what  Explain what is good and bad about Big Roy’s (trendy, parking, out of provided list of
feelings intelligibly they read and hear town, no returns) differentiation strategies
on familiar topics  Explain why Eye Style is the presenter’s favourite (quality, price, and select appropriate
discounts, this week…) strategy /strategies based
Ask pupils to use the words in brackets to help them answer the questions. on the needs of the pupils.
Let them give their explanation to their talk partner(s) before collecting
responses.
Use additional lesson activities if time allows such as: using the recording
from the Reading Lesson covered previously in the lesson sequence.
Post-lesson
Play a game such as word bingo or true / false definitions to revise words
and phrases introduced in pre-lesson.

WEEK:__
LESSON 30 (Speaking 5) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: giving opinions;
Education comparing / contrasting; words and phrases connected
with shopping and discount shops

LEARNING OUTLINE
Full Blast Plus 4 Fast finishers can be given
Main Skill Main Skill Pre-lesson Student’s Book, pp 37 the activity to create an
Activate prior knowledge of shopping vocabulary by playing a game. & 42 advertisement for another
Speaking 2.1 Speaking 2.1.3 For example: Take a piece of paper and cut into small squares. Teacher’s Book, pp 37 discount shop selling
Communicate Explain advantages Make sure you have one square for each pupil. On half the squares & 42 something of their own
information, ideas, and disadvantages put a word / phrase related to shopping. On the other half put a choice.
opinions and of plans and corresponding definition. Give each pupil a paper. Tell them to stand
feelings intelligibly ambitions up and mingle until they find their partner, i.e. pupil with word and Support can be given to less
on familiar topics pupil with correct definition. proficient pupils depending on
their needs, such as by
Lesson delivery providing vocabulary to use in
Complementary Complementary This lesson focuses on Activities A, B and ‘Discuss’ on the unit the speaking tasks, or
Skill Skill first page (p 37). See the Teacher’s Book for detailed guidance. sentence starters and model
sentence constructions to
Reading 3.1 Reading 3.1.4 Activities A and B focus on developing the main skill for this lesson. help the pupil produce
Understand a Use independently The third activity of ‘Discuss’ focuses on developing the sentences.
variety of texts by familiar and some complementary skill. Allow pupils to guess the meaning of the
using a range of unfamiliar print and phrases in bold before using dictionaries or digital resources to look For additional differentiation
appropriate digital resources to up the meaning. You may need to provide further examples to clarify strategies, please refer to the
reading strategies check meaning and meaning. provided list of differentiation
to construct extend Post-lesson strategies and select
meaning understanding appropriate strategy
Ask pupils to write sentences that contain the words from the /strategies based on the
‘Discuss’ activity. Monitor and provide support for any problems with needs of the pupils.
form or spelling. When ready, select pupils to read out their
sentences. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
the vocabulary from this lesson.

WEEK:__
LESSON 31 (Writing 5) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: questionnaire
Education language; words and phrases connected with personal
information

LEARNING OUTLINE
Support can be given to
Main Skill Main Skill Pre-lesson Full Blast Plus 4 less proficient pupils
Play a shopping word spelling game. For example: Ask for a volunteer to Student’s Book, p43 depending on their needs,
Writing 4.2 Writing 4.2.2 come to the board and ask: How do you spell… (value, receipt, discounts, Teacher’s Book, such as by providing
Communicate Spell written work bargain, offer, shopaholic, shopping therapy)? Write on the board the p43 vocabulary to use in the
with appropriate on a range of text word the volunteer spells out. Ask the class: is this right? Pupils respond writing or speaking tasks.
language, form types with by showing appropriate card (red to show No and green to show Yes).
and style reasonable For the pre-lesson activity,
accuracy Lesson delivery allow pupils who struggle to
This lesson focuses on Activity A and B. See the Teacher’s Book for spell words from memory to
Complementary Complementary detailed guidance. spell words on paper (like in
Skill Skill their notebook) before
In order to meet the complementary skill, ask pupils first to look at the first verbally spelling them.
Speaking 2.3 Speaking 2.3.1 part of the questionnaire and discuss questions 1 and 2 with talk Choose words that are less
partner(s). When ready, collect responses. Put pupils in new pairs and challenging for less
Use appropriate Confirm ask pupil A to interview pupil B using the second half of the questionnaire. proficient pupils.
communication understanding in Ask all pairs to confirm their understanding of the question/response
strategies discourse-level when necessary, repeating back what he/she answered. When pairs are For additional differentiation
exchanges by finished, ask them to swap roles, i.e. pupil B interviews pupil A using the strategies, please refer to
repeating back what second half of the questionnaire. Get both partners to check the the provided list of
a speaker has said completed forms with their details and correct any spelling mistakes. Ask differentiation strategies
pupils to use the completed questionnaire to write 5-7 sentences about and select appropriate
their talk partner’s shopping habits. Remind pupils to pay attention to their strategy /strategies based
spelling. on the needs of the pupils.
Post-lesson
Share some of the pupil’s sentences describing their partner’s shopping
habits with the class.

select

LEARNING OUTLINE
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
main skill and skill and their work from the previous lesson. other resources list of differentiation strategies
complementary complementary skill and select appropriate

WEEK:__
LESSON 33 (Reading 6) MAIN SKILL(S) FOCUS: Reading THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: persuasive
Education language; focusing on the results of action; words and
phrases connected with shops

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 Activity C can be given for
Activate prior knowledge in this lesson by asking pupils what they think is the Student’s Book, homework if time does not
Reading 3.1 Reading 3.1.6 purpose of these different text types: advertisements, arguments, charity pp 44-45 allow doing it during class
Understand a Recognise with appeals. Collect response and conclude the discussion by explaining that they Teacher’s Book time. Alternatively fast
variety of texts by support typical are meant to influence people’s thinking and persuade them to change their pp 44-45 finishers can complete
using a range of features at word, belief or behaviour (making them buy goods). Activity C in class and the
appropriate sentence and text rest at home.
reading strategies levels of an Lesson delivery For additional
to construct increased range This lesson focuses on Activities A, B and D. See the Teacher’s Book for differentiation strategies,
meaning of genres detailed guidance. please refer to the
provided list of
Complementary Complementary For Activities A, B and D, give pupils the opportunity to check and discuss their differentiation strategies
Skill Skill answers in small groups before collecting responses. In order to meet the main and select appropriate
skill create a new stage after completing Activity B. Explain that writers use strategy /strategies based
Reading 3.1 Reading 3.1.3 certain features or techniques to influence and persuade readers such as the on the needs of the pupils.
Understand a Guess the use of rhetorical questions, facts and evidence, strong adjectives like ‘starving’.
variety of texts by meaning of Explain any difficult vocabulary and then ask pupils to skim read the text to find
using a range of unfamiliar words examples of these typical features. Collect responses asking pupils to give
appropriate from clues evidence or quotations from the text. To focus on the complementary skill, ask
reading strategies provided by other pupils to complete Activity D in pairs/small groups. Pupils can use dictionaries
to construct words and by to check their answers. When ready collect responses and explain answers if
meaning context on a wide necessary. Do not ask reading comprehension questions in the Teacher’s
range of familiar Book unless necessary and only do so at the end of the lesson. This is to help
topics pupils focus on overall understanding of a text and not worry too much about
the details.
Post-lesson
Then get pupils to discuss the questions in Activity E. Collect responses and
hold a class discussion.

WEEK:__ LESSON 34 (Language Awareness 6) MAIN SKILL(S) FOCUS: Language Awareness THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: present perfect
Education simple and present perfect continuous

LEARNING OUTLINE
Pre-lesson
This is a This is a grammar- Full Blast Plus 4 For differentiation strategies,
grammar-focused focused lesson so Activate prior knowledge in this lesson by writing sentences on the Student’s Book, pp 45- please refer to the provided
lesson so listening, speaking, board in the present perfect simple and the present perfect 46 list of differentiation strategies
listening, reading and writing continuous. Ask pupils to work with their talk partner(s) and: say Teacher’s Book, pp 45- and select appropriate
speaking, reading skills are not which verb form has been used; why has it been used; and come up 46 strategy /strategies based on
and writing skills explicitly covered. with another example using the same tense for the same reason. the needs of the pupils.
are not explicitly List for post-lesson
When ready collect answers onto the board – encourage the rest of
covered. game.
the class to say if they agree or disagree with the explanations
twice, once, for, in the
given.
last month, lately,
Lesson delivery since, yet, up to now, at
last, ever, never, at
This lesson focuses on the grammar activity. See the Teacher’s last, recently, so far,
Book for detailed guidance. For Activity A give pupils the opportunity this week, already, in
to check and discuss their answers in small groups before collecting the last week
responses.
Additional lesson activities may be required: use the Vocabulary
activity on phrasal verbs with ‘get’ and ‘put’.
Post-lesson
Play a game to revise the perfect tense. Have a list of words
commonly used with the perfect (see list in the materials column).
Divide the class into 2-4 groups (depending on size of class) Put
one of the words on the board. The pupils must come up with a
sentence using the present perfect and the word on the board. The
first group to do so gets a point but only if the sentence is
grammatically correct. Continue with another word from the list. The
group with the most points wins.

WEEK:__ LESSON 35 (Listening 6) MAIN SKILL(S) FOCUS: Listening THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: describing a job;
Education words and phrases connected with shopping

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 To support less confident
Prepare an activity to revise some of the shopping words / phrases Student’s Book, p 46 pupils, pause the listening
Listening 1.1 Listening 1.1.2 used in the unit so far. For example shopping word bingo. Give Teacher’s Book, p 46 track at selected intervals to
Understand Understand pupils a piece of paper with a grid of 3 x 3 squares. List the allow thinking time.
meaning in a independently shopping words / phrases from the unit so far on the board. Pupils Alternatively, read and pause
variety of familiar specific information fill their grid with 9 words from the board of their own choice. When at specific intervals from the
contexts and details in everybody is ready, give a definition of the words chosen randomly audio script in the Teacher’s
extended texts on a from the board. If pupils have that word they can cross it off the grid. Book if it helps less proficient
wide range of The first to get a line across or down wins. Make sure to check they pupils to listen to your voice
familiar topics have chosen the right word for your definitions. rather than that of a native
speaker. Play the track from
Lesson delivery the CD when pupils feel more
Complementary Complementary This lesson focuses on Activities A and B. See the Teacher’s confident.
Skill Skill Book for detailed guidance.
For additional differentiation
Speaking 2.1 Speaking 2.1.4 Extend Activity A by asking pupils to explain and/or justify their strategies, please refer to the
Communicate Explain and justify responses to a talk partner. Activity B focuses on the main skill. In provided list of differentiation
information, ideas, own point of view order to meet the complementary skill, add a stage at the end of strategies and select
opinions and Activity B. See ‘Optional post-listening activity’ in the Teacher’s appropriate strategy
feelings intelligibly Book. Ask pupils to discuss the three questions with their talk /strategies based on the
on familiar topics partner(s) and justify their point of view. When ready, collect needs of the pupils.
responses and open up the discussion to the whole class.
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new
words or phrases that they have learned in relation to shopping.
class.

WEEK:__
LESSON 36 (Speaking 6) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: language of
Education comparing and contrasting; words phrases describing
jobs

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 Less confident pupils can
Activate prior knowledge in this lesson by playing the A-Z of jobs. Pupils Student’s Book, p write one paragraph in the
Speaking 2.1 Speaking 2.1.4 work with talk partner(s). Give each pair a piece of paper. Tell them to write 47 writing activity, with three
Communicate Explain and justify the alphabet down the left hand margin. When ready set a time limit and Teacher’s Book, p sentences describing their
information, ideas, own point of view ask pupils to write one profession for every letter of the alphabet (i.e. A - 47 ideal job and giving an
opinions and actor, B - builder…Z- zoologist) Pupils score a point for every correct explanation why.
feelings intelligibly answer but some letters are quite tricky.
on familiar topics For additional
Lesson delivery differentiation strategies,
Complementary Complementary This lesson focuses on Activities A and B of Speaking. See the please refer to the
Skill Skill Teacher’s Book for detailed guidance. Give pupils the opportunity to check provided list of
and discuss their answers in small groups before collecting responses. differentiation strategies
Writing 4.1 Writing 4.1.3 and select appropriate
Communicate Explain the main Activities A and B focus on developing the main skill for this lesson. strategy /strategies based
intelligibly through points of an idea or Collect responses to Activities A and B and have a short class discussion on the needs of the pupils.
print and digital argument about what pupils consider their ideal job. Elicit the names of different jobs
media on familiar on the board and ask what sort of characteristics a person would need to
topics do the job and what sort of skills or qualifications. In order to meet the
complementary skill, add a new stage where pupils write a short paragraph
describing their ideal job and why they think it is perfect for them. Remind
pupils to use the sort of persuasive language covered in Lesson 33.
Post-lesson.
Put pupils in groups and tell them to take turns to read their drafts. Tell the
rest of the group to listen carefully and feedback on whether the ideas were
organised and clear enough and how successful the use of persuasive
language was.

WEEK:__
LESSON 37 (Writing 6) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness
TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: formal language of
Education letter writing; words / phrases typically used in letter
writing

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 Fast finishers can make a
Write on the board 6 sentences / phrases (3 using formal language, 3 using Student’s Book start on their letters.
Writing 4.2 Writing 4.2.3 informal language). Ask pupils what is different about the sentences. If pp 48-49 Alternatively, if there are
Communicate Produce an pupils’ responses focus on content, ask them to think of the difference in Teacher’s Book any unfinished vocabulary
with appropriate extended plan or terms of style. Once you have established formal / informal language ask pp 48-49 activities in the unit, they
language, form draft and modify pupils to work with talk partner(s) and change the formal phrases / sentences can be completed.
and style this to informal and the informal to formal.
appropriately in Support can be given to
response to Lesson delivery less proficient pupils
feedback or This lesson focuses on Activities B, C, D, E and F. See the Teacher’s depending on their needs,
independently book for detailed guidance. such as by providing
vocabulary and phrases to
Complementary Complementary Skip Activity A to allow time for main activities and go straight to Activity B. use in the writing task.
Skill Skill Activities D and E focus on developing the complementary skill of the lesson. Monitor as pupils work and
Give pupils the opportunity to check and discuss their answers in small if necessary work through
Writing 4.2 Writing 4.2.4 groups before collecting responses. To save time consider splitting the Activities D and E with the
Communicate Use formal and sentences within these activities among groups of three pupils (2-3 pupils
with appropriate informal sentences each). You can also skip Activity C if you need to allocate more
language, form registers time for Activity F. For additional differentiation
and style appropriate to Go through the Plan and ask pupils to prepare their own plans for the formal strategies, please refer to
the target email/letter. Once pupils have completed their plans, ask them to check if the provided list of
audience in most their ideas correspond to those in the plan in the Student’s Book. Tell them to differentiation strategies
familiar modify their plans if necessary. Ask pupils to start writing some content and select appropriate
situations under the main part and other parts of the plan if time allows. Pupils can strategy /strategies based
complete their emails/letters at home. on the needs of the pupils.
Activity F develops the main skill and Activities B-E develop the
Post-lesson
Choose a post-lesson that summarises pupils learning. For example putting
the paragraphs of an application email in the right order.

select

LEARNING OUTLINE
skill based on based on their strategy /strategies based on

TOPIC: Teacher to select CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS:

Teacher to select Teacher to select

LEARNING OUTLINE
Literature in Literature in Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action 5.1 Action 5.1.2 Action content and learning standard specified for this lesson. and select appropriate
Engage with, Explain in detail the strategy /strategies based on
respond to and development of plot, Focus on development of plot. the needs of the pupils.
interpret a variety characters and
of literary text themes in a text
types

Unit 4
WEEK:__
TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: words and phrases
and Communications Technology connected with education, future plans and predictions

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Full Blast Plus 4 Fast finishers can move on to
Activate prior knowledge in this lesson using ‘Discuss’ in the Unit Student’s Book, pp 51- Activity E. Alternatively, this
Reading 3.1 Reading 3.1.2 opener of Student’s Book (p 51). Give pupils the opportunity to 53 activity can be given as
Understand a Understand specific discuss their ideas with talk partner(s) before collecting responses Teacher’s Book, pp 51- homework.
variety of texts by details and and discussing as a class. 53 Support can be given to less
using a range of information in proficient pupils depending on
appropriate extended texts on a Lesson delivery their needs, such as by
reading strategies wide range of This lesson focuses on Activities A, B, C and D. See the providing vocabulary to use in
to construct familiar topics Teacher’s Book for detailed guidance. Note that in Activity C pupils the speaking tasks, or
meaning are asked to read for gist. Allow pupils time to discuss their ideas sentence starters and model
with their talk partner(s) before collecting responses. sentence constructions to
Complementary Complementary help the pupil produce
Skill Skill In order to meet the complementary skill, add another stage after sentences.
collecting the responses to Activity D. In pairs, pupil A closes his/her
Speaking 2.1 Speaking 2.1.1 book. Pupil B asks pupil A one of the questions 1-4 (from Activity B). For additional differentiation
Communicate Explain simple Pupil A answers the question giving an explanation in own words strategies, please refer to the
information, ideas, content on familiar which uses the information in the text. Once A has given an answer, provided list of differentiation
opinions and topics from what A then asks B a different question. Pupils take turns to answer all strategies and select
feelings intelligibly they read and hear four questions in own words. appropriate strategy
on familiar topics Activities C and D focus on developing the main skill for this lesson. /strategies based on the
Activity B with extended activity focuses on developing the needs of the pupils.
Post-lesson
Ask pupils look at Activity F with their talk partner(s). Allow enough
time for pupils to come up with some ideas then collect responses to
discuss as a class.

WEEK:__
LESSON 41(Language Awareness 7) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Future tenses: will,
and Communications Technology going to, future perfect simple. All / both / neither / none /
either

LEARNING OUTLINE
This is a This is a grammar- Pre-lesson Full Blast Plus 4 For differentiation strategies,
grammar-focused focused lesson so Play a game to review future tenses. Alternatively, ask pupils to Student’s Book, pp 53- please refer to the provided
lesson so listening, speaking, discuss their future plans either the immediate future i.e. the 55 list of differentiation strategies
listening, reading and writing weekend or more distant future i.e. college /career etc. Teacher’s Book, pp53- and select appropriate
speaking, reading skills are not 55 strategy /strategies based on
and writing skills explicitly covered. Lesson delivery the needs of the pupils.
are not explicitly This lesson focuses on the grammar activities.
covered. See the Teacher’s Book for detailed guidance. Fast finishers can complete
the Vocabulary activities.
Post-lesson
Ask pupils to write down sentences that use the three different
future verb forms. Monitor and provide support for any problems
with choosing the correct future form. When ready, select pupils to
read out their sentences. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review the future verb form or vocabulary from this lesson.

WEEK:__
TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: expressing opinions;
and Communications Technology words and phrases connected with schools and
education

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Fast finishers can move on to
Main Skill Main Skill Pupils work with talk partner(s) to answer the question: What makes Student’s Book, p55 the Vocabulary activities in
a good school? Either leave open for pupils to come up with own Teacher’s Book, p55 the Student’s Book.
Listening 1.1 Listening 1.1.3 ideas or put on the board: good leadership from Head teacher; well- Full Blast Plus 4 Audio Alternatively, some of these
Understand Recognise qualified teachers; excellent IT facilities (computers); small class CD activities can be given for
meaning in a independently sizes; good sports facilities; good Arts facilities (musical instruments, homework.
variety of familiar attitudes or opinions paints); a lot of extracurricular activities on offer; plenty of school To support less confident
contexts in extended texts on trips every year. Pupils can chose which options make a good pupils, pause the listening
a wide range of school or put all the options in order of importance. track at selected intervals to
familiar topics allow thinking time.
Lesson delivery Alternatively, read and pause
This lesson focuses on Activities A and B of the Listening at specific intervals from the
Complementary Complementary activity. See the Teacher’s Book for detailed guidance. audio script in the Teacher’s
Skill Skill Activities A and B focus on developing the main skill for this lesson. Book if it helps less proficient
In order to meet the complementary skill, add a stage after pupils to listen to your voice
Speaking 2.1 Speaking 2.1.4 completing Activity B. Divide pupils into groups of 6 (smaller if rather than that of a native
Communicate Explain and justify necessary) Give each member of the group a letter A-F. On the speaker. Play the track from
information, ideas, own point of view board put: A school meals, B sports facilities, C computers, D school the CD when pupils feel more
opinions and library, E playground facilities, F after school language club (change confident.
feelings intelligibly these options to better suit own school needs). Explain that the For additional differentiation
on familiar topics school has been given some money and they must decide what to strategies, please refer to the
spend the money on. Each pupil must put forward the option given provided list of differentiation
to them and explain why their option is best and justify their opinion. strategies and select
Give pupils time to think of ideas before starting the debate. Pupils appropriate strategy
take it in turns to put forward their opinion and justifications before /strategies based on the
holding a group discussion and coming up with a solution. needs of the pupils.
Post-lesson
Have one member from each group state their decision and
justification for their decision. Open up to class discussion.

TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: talking about
and Communications Technology technology and education; expressing opinion

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Fast finishers can move
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to discuss the following Student’s Book, on to the Vocabulary
questions in small groups. What is virtual reality? How is it used for p56 activities in the
Speaking 2.3 Speaking 2.3.1 entertainment purposes? How is it used for educational purposes? (i.e. gaming Teacher’s Book, Student’s Book.
Use appropriate Confirm and medical or military training) p56 Alternatively, some of
communication understanding in these activities can be
strategies discourse-level Lesson delivery Print or digital given for homework.
exchanges by This lesson focuses on Activities A and B of the speaking activity. resources
repeating back what See the Teacher’s Book for detailed guidance. Start with Activity A. To meet Support can be given to
a speaker has said the complementary skill, add a new stage at the beginning of Activity B. Ask Computer lab or less proficient pupils
pupils to work with their talk partner(s) and use digital resources or, if access to depending on their
unavailable, dictionaries, to look up / check the meaning of the words in the computers (tablets needs, such as by
Complementary Complementary blue box and, if necessary, ‘e-books’, ‘interactive whiteboard’ and ‘virtual or laptops) if using providing vocabulary to
Skill Skill reality’. Collect responses and share with the class. digital research use in the speaking
tools tasks, or sentence
Reading 3.1 Reading 3.1.4 Activity B focuses on developing the main skill for this lesson. The additional starters and model
Understand a Use independently stage at the beginning of Activity B addresses the complementary skill. sentence constructions
variety of texts by familiar and some Remind pupils that when appropriate, they should use the words in the blue to help the pupil
using a range of unfamiliar print and box. In order to fully meet the main learning skill, add a new stage to the produce sentences.
appropriate digital resources to discussion. First draw pupils’ attention to the ‘TIP’ and explain it (see Teacher’s
reading strategies check meaning and Book for instructions) then explain to pupils that they should respond to each For additional
to construct extend other’s ideas by saying ‘So, you think that…’ followed by a summary of what differentiation strategies,
meaning understanding the pupil has just said. If the summary is correct, they can move on, if not, the please refer to the
pupil replies ‘no, what I think is…’ When pupils are ready, collect responses provided list of
and share as a class. differentiation strategies
and select appropriate
Post-lesson strategy /strategies
Check pupil understanding of the words in the blue box. Divide the class into based on the needs of
groups. Give a definition of one of the words. See which group can give the the pupils.
right word first. Alternatively, pupils work in small groups and take it in turns to
describe the meaning of a word for the rest of the group to guess.

TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S):Information LANGUAGE/GRAMMAR FOCUS: putting forward a
and Communications Technology balanced argument i.e. advantages and disadvantages

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Activity C can be given as
Main Skill Main Skill Activate prior knowledge in the lesson’s topic by asking pupils to talk Student’s Book, p 56- homework.
about reading. With talk partner(s) answer the following: Do you 57
Writing 4.1 Writing 4.1.4 enjoy reading? Have you read a good book recently? What is your Teacher’s Book, p 56- For additional differentiation
Communicate Express and favourite book? When / where do you read most often? Where is 57 strategies, please refer to the
intelligibly through respond to opinions your favourite place to read? When ready, collect responses and provided list of differentiation
print and digital and common share with class. strategies and select
media on familiar feelings such as appropriate strategy
topics amusement, anger Lesson delivery /strategies based on the
and regret This lesson focuses on Activities A, B, D and E of the writing needs of the pupils.
activity. See the Teacher’s Book for detailed guidance. Allow pupils
Complementary Complementary time to discuss their ideas with their talk partner(s) before collecting
Skill Skill responses.
Follow instruction for Activity A. Activity B focuses on developing the
Reading 3.1 Reading 3.1.2 complementary skill for this lesson. Activities D and E focus on the
Understand a Understand specific main skill.
variety of texts by details and
using a range of information in Post-lesson
appropriate extended texts on a Play a game revising some of the new shopping / technology
reading strategies wide range of vocabulary introduced in Unit 4a. Alternatively, ask pupils to identify
to construct familiar topics with their talk partner(s) at least five new words or phrases that they
meaning have learned in relation to the topic of shopping / future technology
in Unit 4a. When pupils are ready, collect and share words/phrases
as a whole class.

select

LEARNING OUTLINE

WEEK:__
and Communications Technology describing popular culture / music; explaining the roots
of popular culture

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Activate prior knowledge in the lesson’s topic by asking pupils to discuss the Full Blast Plus 4 Support can be given to
questions in Activity A first in pairs then in small groups. When ready, collect Student’s Book, less proficient pupils
Reading 3.2 Reading 3.2.1 responses and open up to class discussion. pp 58-59 depending on their needs,
Explore and Read a variety of Teacher’s Book, such as by providing
expand ideas for suitable print and Lesson delivery pp 58-59 vocabulary to use in the
personal digital texts to This lesson focuses on Activities B, C and E of the reading activity. See speaking tasks, or
development by investigate and the Teacher’s Book for detailed guidance. Allow pupils time to discuss their sentence starters and
reading analyse national ideas with their talk partner(s) before collecting responses. model sentence
independently and issues constructions to help the
widely Activities B and C focus on developing the main skill for this lesson. In order pupil produce sentences.
to fully meet the main skill, if possible, a new stage should be added after Alternatively, reduce the
Complementary Complementary pupils have completed Activity B where pupils work in small groups and use number of questions the
Skill Skill the internet to investigate the following: what is the most popular kind of pupils have to complete in
music amongst teenagers in Malaysia; which are the most popular Activities B and C.
Speaking 2.1 Speaking 2.1.4 bands/groups; the name of any famous hip-hop groups. If digital resources
Communicate Explain and justify are not available, pupils should discuss these questions when they For additional
information, ideas, own point of view participate in Activity E. If pupils are able investigate the questions, collect differentiation strategies,
opinions and responses before completing Activity C. To fully meet the complementary please refer to the
feelings intelligibly skill, add a new stage after pupils have completed Activity E, asking pupils to provided list of
on familiar topics name their own favourite type of music / band / group to their talk partner(s) differentiation strategies
and justify their preference(s) with an explanation of the reasons why. When and select appropriate
ready, collect responses and share as a class. strategy /strategies based
on the needs of the pupils.
Post-lesson
Tell pupils that in some countries, music festivals lasting 3-4 days are popular
with older teenagers. Thousands of young people go to the festivals to listen
to different bands and camp overnight in tents. Ask pupils to discuss: Have
they been to a music festival? Would they like to go to a music festival that
lasted 3-4 days? Why? / Why not? Would they like to go to a music festival in
a different country?

TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Zero, first and
and Communications Technology second conditionals

LEARNING OUTLINE
This is a This is a grammar- Activate prior knowledge in the lesson’s topic by asking pupils to Student’s Book, pp 59- please refer to the provided
grammar-focused focused lesson so complete the sentences. On the board write the first clause of 60 list of differentiation strategies
lesson so listening, speaking, several conditional sentences (zero, first or second) and get pupils Teacher’s Book, pp 59- and select appropriate
listening, reading and writing to complete them i.e. If it snowed tomorrow, I ……..; When I water 60 strategy/strategies based on
speaking, reading skills are not the flowers,…..; If I get a lot of homework tonight, …. the needs of the pupils.
and writing skills explicitly covered. Allow pupils time to discuss their ideas with their talk partner(s)
are not explicitly before collecting responses.
covered.
Lesson delivery
This lesson focuses on the grammar activity. See the Teacher’s
Book for detailed guidance.
Additional lesson activities may be required: either create activities

to further practise the conditional tenses or use the Vocabulary
activity on correct word forms.
Post-lesson
Ask pupils to write the first clause of a number of conditional
sentences. When ready swap with a partner to complete. Encourage
pupils to make imaginative or humorous sentences. Monitor and
provide support for any problems with forming the clauses with the
correct tense or will / would. When ready, select pupils to read out
their sentences. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review the Conditional forms from this lesson.

WEEK:__
TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: talking about teen
and Communications Technology issues; narrating and expressing feelings; adjectives
describing mood

LEARNING OUTLINE
Pre-lesson To support less confident
Main Skill Main Skill Play a game to review zero, first or second conditionals from the Full Blast Plus 4 pupils, pause the listening
previous lesson. Alternatively, choose another appropriate pre- Student’s Book, p60 track at selected intervals to
Listening 1.1 Listening 1.1.5 lesson activity that better suits pupils’ needs/interests and that will Teacher’s Book, p60 allow thinking time.
Understand Understand review the listening vocabulary and prepare the pupils for the Full Blast Plus 4 Audio Alternatively, read and pause
meaning in a independently more lesson. CD at specific intervals from the
variety of familiar complex questions audio script in the Teacher’s
contexts on a wide range of Lesson delivery Book if it helps less proficient
familiar topics This lesson focuses on Activities A, B and C of the listening pupils to listen to your voice
activity. See the Teacher’s Book for detailed guidance. Allow pupils rather than that of a native
Complementary Complementary time to discuss their ideas with their talk partner(s) before collecting speaker. Play the track from
Skill Skill responses. the CD when pupils feel more
confident.
Speaking 2.1 Speaking 2.1.4 Activity A focuses on developing the complementary skill for this
Communicate Explain and justify lesson. To fully meet the complementary skill, remind pupils to For additional differentiation
information, ideas, own point of view expand on their answers and fully justify their opinions. Activities B strategies, please refer to the
opinions and and C focus on developing the main skill for this lesson. provided list of differentiation
feelings intelligibly strategies and select
on familiar topics Post-lesson appropriate strategy
In small groups, ask pupils to discuss the sort of questions that were /strategies based on the
asked in the quiz. Do they think they were relevant questions? Can needs of the pupils.
they think of any other relevant questions describing a different
scenario of peer pressure? Is there any truth in these kinds of
quizzes? Why / why not? When ready, collect responses and open
up to class discussion.

and Communications Technology describing feelings

LEARNING OUTLINE
Pre-lesson Support can be given to less
Main Skill Main Skill Activate prior knowledge in the lesson’s focus by giving pupils a Full Blast Plus 4 proficient pupils depending on
scenario with two people where one of them feels awkward about Student’s Book, p61 their needs, such as by giving
Speaking 2.1 Speaking 2.1.2 something they have / haven’t done. (For example: you forgot to Teacher’s Book, p61 them an explanation of the
Communicate Ask about and meet your best friend at the cinema. You meet your best friend the Full Blast Plus 4 Audio words in the blue box and
information, ideas, explain causes and next morning in school) Ask pupils to act out the dialogue. When CD model sentences using the
opinions and consequences of ready, ask some pupils to act out their dialogues to the class. relevant vocabulary.
feelings intelligibly actions
on familiar topics events Lesson delivery For additional differentiation
simple processes This lesson focuses on the speaking and listening activities. strategies, please refer to the
See the Teacher’s Book for detailed guidance. Allow pupils time to provided list of differentiation
Complementary Complementary discuss their ideas with their talk partner(s) before collecting strategies and select
Skill Skill responses. appropriate strategy
The speaking activity focuses on developing the main skill in this /strategies based on the
Listening 1.1 Listening 1.1.2 lesson. To fully meet the main skill, after you have asked pupils to needs of the pupils.
Understand Understand look at the picture (see the Teacher’s notes) ask: What do you think
meaning in a independently is the cause of the problem here? What do you think will be the
variety of familiar specific information consequences? Allow pupils a minute to discuss with talk partner(s)
contexts and details in before collecting the responses. The listening Activities A and B
extended texts on a focus on developing the complementary skill in this lesson.
wide range of
familiar topics Post-lesson
Do a hot seat activity. Divide the class into small groups (3-5) Ask
one pupil to sit in the ‘hot seat’ in the middle with the other pupils in
a circle around. The pupil in the hot-seat is Monica (from listening
activity) The other pupils ask questions about the surprise party and
why Monica left immediately.

TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: discussing
and Communications Technology advantages and disadvantages; expressing opinion

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by brainstorming the typical Full Blast Plus 4 proficient pupils depending on
features of a balanced argument (or in other words an advantages and Student’s Book, their needs, such as helping
Writing 4.1 Writing 4.1.5 disadvantages essay). With talk partner(s) give pupils three minutes to pp 62-63 them formulate some
Communicate Organise, sequence write down typical connectives used in such essays to introduce further Teacher’s Book, advantages and
intelligibly through and develop ideas ideas in support and opposite ideas against. (i.e. however, although, on pp 62-63 disadvantages for their essay
print and digital within a text of the other hand, on the contrary, in contrast, firstly, finally, furthermore, and provide opening
media on familiar several paragraphs also, in addition) When ready, collect responses. sentences to introduce the
topics on familiar topics advantages and then
Lesson delivery disadvantages. Monitor
Complementary Complementary This lesson focuses on Activities B and D of the writing activity. See carefully as pupils put their
Skill Skill the Teacher’s Book for detailed guidance. Allow pupils time to discuss ideas together and assist
their ideas with their talk partner(s) before collecting responses. To allow when appropriate.
Reading 3.1 Reading 3.1.6 time for the main activities, get pupils to complete Activity B within For additional differentiation
Understand a Recognise with controlled time like in an exam (or you could give it as homework at the strategies, please refer to the
variety of texts by support typical end of Lesson 49 to get pupils to think about the text structure ahead of provided list of differentiation
using a range of features at word, the writing lesson). Follow instructions in the Teacher’s Book for Activity strategies and select
appropriate sentence and text D. Before pupils write their essay, ask them to create their own plan with appropriate strategy
reading strategies levels of an a brief explanation of the ideas they will include in each paragraph. This /strategies based on the
to construct increased range of is crucial to help pupils improve their planning skills. Monitor this activity needs of the pupils.
meaning genres and refer pupils back to the plan in the Student’s Book if necessary.
Activity D focuses on developing the main skill for this lesson. Activity B
focuses on developing the complementary skill for this lesson.
Pupils can complete their advantages and disadvantages essay as
homework if they are not able to complete in class. Teachers can use the
Revision lesson to go over pupils’ writing which was completed as
homework.
Post-lesson
Ask pupils to review their learning in this unit by describing what they
enjoyed doing most and what they enjoyed doing least. What have they
mastered and what do they think they need further practice with? Allow
pupils to discuss their ideas with their talk partner(s) before collecting
ideas as a class.

select

LEARNING OUTLINE
skill based on based on their strategy /strategies based on

select

LEARNING OUTLINE
Teacher to select For differentiation strategies,
Main Skill Main Skill Teachers will develop their own lesson using materials from the please refer to the provided
Literature Component books. list of differentiation strategies
Literature in Literature in Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.1 Action 5.1.2 Action content and learning standard specified for this lesson. strategy/strategies based on
Engage with, Explain in detail the the needs of the pupils.
respond to and development of plot, Focus on characters only.
types

select

LEARNING OUTLINE
Teachers will develop their own lesson using materials from the Teachers to select For differentiation strategies,
Main Skill Main Skill Literature Component books. please refer to the provided
Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Literature in Literature in Action content and learning standard specified for this lesson. and select appropriate
Action 5.1 Action 5.1.2 strategy/strategies based on
Engage with, Explain in detail the Focus on characters only. the needs of the pupils.
respond to and development of plot,
types

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK BASED LESSON
WEEK:__ LESSON 54 & 55 (Mid-Year Revision 1&2) MAIN SKILL(S) FOCUS: Mid-Year Revision THEME: Teacher to select
select

LEARNING OUTLINE
Teacher to select from For differentiation strategies,
Teachers to select Teachers to select Teachers will need to develop their own lesson based on the needs Full Blast Plus 4 or please refer to the provided
an appropriate an appropriate main of their pupils. other resources list of differentiation strategies
main skill and skill and There are some revision materials at the end of the Student’s Book. and select appropriate
skill based on based on their the needs of the pupils

Unit 5
WEEK: __
TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: talking about
Sustainability travelling experiences; sequencing past action and
events; words and phrases describing travelling through
rain forests

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson using ‘Discuss’ in the Unit Student’s Book, pp grouping so that a more
opener of Student’s Book. Give pupils the opportunity to discuss their 67-69 proficient pupil can help and
Reading 3.1 Reading 3.1.2 ideas with talk partner(s) before collecting responses. Use this activity Teacher’s Book, pp support a less proficient pupil.
Understand a Understand specific to elicit other vocabulary relevant to the topic of travelling. 67-69 For differentiation strategies,
variety of texts by details and please refer to the provided
using a range of information in Lesson delivery Print or digital list of differentiation strategies
appropriate extended texts on a This lesson focuses on Activities A, B, C and E. See the Teacher’s resources and select appropriate
reading strategies wide range of Book for detailed guidance. Look at Activity A as a class. Note that in strategy/strategies based on
to construct familiar topics Activity B pupils are asked to read for gist. Allow pupils time to discuss Computer lab or the needs of the pupils.
meaning their ideas with their talk partner(s) before collecting responses. access to computers
Before pupils complete Activity C, draw their attention to the tip box (tablets or laptops) if For additional differentiation
and read together as a class. In order to meet the complementary using digital research strategies, please refer to the
Complementary Complementary skill, encourage pupils to expand on their answers in Activity E by tools provided list of differentiation
Skill Skill explaining and justifying their points of view. strategies and select
appropriate strategy
Speaking 2.1 Speaking 2.1.4 Activity C focuses on developing the main skill for this lesson. Activity /strategies based on the
Communicate Explain and justify E focuses on the complementary skill. needs of the pupils.
information, ideas, own point of view
opinions and Post-lesson
feelings intelligibly Ask pupils to identify with their talk partner(s) at least three new words
on familiar topics or phrases that they have learned in relation to travelling. When pupils
are ready, collect and share words/phrases as a whole class.

TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: past perfect simple /
Sustainability past perfect continuous

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4
This is a This is a grammar- Activate prior knowledge in this lesson by writing sentences on the Student’s Book, pp 69- For differentiation strategies,
grammar-focused focused lesson so board in the past perfect simple and the past perfect continuous. 70 please refer to the provided
lesson so listening, speaking, Ask pupils to work with their talk partner(s) and: say which verb form Teacher’s Book, p 69- list of differentiation strategies
listening, reading and writing has been used; why has it been used; and come up with another 70 and select appropriate
speaking, reading skills are not example using the same tense for the same reason. strategy/strategies based on
and writing skills explicitly covered. When ready collect answers onto the board – encourage the rest of the needs of the pupils
are not explicitly the class to say if they agree or disagree with other pupil’s
covered. explanation and example.
Lesson delivery
This lesson focuses on the grammar activities. See the
Teacher’s Book for detailed guidance. Give pupils the opportunity to
check and discuss their answers in small groups before collecting
responses.

to further practise the past perfect or use the Vocabulary activity on
word forms and compound words.
Post-lesson
Play a game to revise the perfect tense. Divide the class into 2-4
groups (depending on size of class) Put a verb on the board. The
pupils must come up with a sentence using the verb in the past
perfect tense. The first group to do so gets a point but only if the
sentence is grammatically correct and makes sense. Continue with
another verb – after a few turns ask for a sentence using the past
perfect continuous. The group with the most points wins!

WEEK:__
TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
Sustainability action and events; words and phrases describing snow-
covered landscape.

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 To support less confident
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work in small Student’s Book, pupils, pause the listening
groups to answer the following: What’s snow? Where’s snow most likely to p71 track at selected intervals to
Listening 1.1 Listening 1.1.5 fall? Which countries have a lot of snow? What sports are associated with Teacher’s Book, allow thinking time.
Understand Understand snow? p71 Alternatively, read and
meaning in a independently more pause at specific intervals
variety of familiar complex questions Lesson delivery from the audio script in the
contexts on a wide range of This lesson focuses on Activities A, B and C. See the Teacher’s Book for Teacher’s Book if it helps
familiar topics detailed guidance. Complete Activities A and B. In order to meet the main less proficient pupils to
skill, ask pupils to close their textbooks and listen again. After listening, ask listen to your voice rather
Complementary Complementary them the questions Activity C without reading the multiple choices. (You than that of a native
Skill Skill should convert question 5 statement to a question like Why did Carrie panic speaker. Play the track from
when Mark pulled her leg?). Give pupils the opportunity to check and discuss the CD when pupils feel
Speaking 2.4 Speaking 2.4.1 their answers in small groups before collecting responses. Ask pupils to open more confident.
Communicate Summarise the their textbooks and quickly complete the multiple choice questions in Activity
appropriately to a main points of a C (with or without listening depending on your class proficiency level). For additional differentiation
small or large story, text or plot strategies, please refer to
group on familiar In order to meet the complementary skill, add another stage after Activity C. the provided list of
topics Divide the class in groups of 4 (A-D). Pupil A takes the role of Carrie and differentiation strategies
summarise to pupil B what happened from her point of view. Pupil C takes and select appropriate
the role of Mark and summarise to pupil D what happened from his point of strategy /strategies based
view. Then pupils swap partners. Pupil B repeats Carries story (told by pupil on the needs of the pupils.
A) to pupil C. Pupil D repeats Mark’s story (told by pupil C) to pupil A. If time
allows choose 2 competent pupils to do a hot seat activity. One can be Carrie
and one can be Mark while the rest of the class take it in turns to ask
questions about the events of the day of the avalanche
Post-lesson
Elicit what natural disasters are more common in Malaysia. Then use the
Optional post-listening activity in the Teacher’s Book to create a class
discussion, focusing the questions on a natural disaster which pupils are
more familiar with / that happens more commonly in Malaysia.

WEEK:__
Sustainability action and events; words and phrases describing
feelings; words and phrases describing a beach setting

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Support can be given to less
Main Skill Main Skill Activate prior knowledge of telling recounts by playing a story-telling Student’s Book, p72 proficient pupils depending on
game. For example: Take a piece of paper and cut into 16 squares. A: Teacher’s Book, their needs, such as by
Speaking 2.1 Speaking 2.1.5 on four squares put an adjective describing mood (i.e. miserable, p72 providing more relevant
Communicate Express and ecstatic) B: on four more put a different location (i.e. the beach, school vocabulary to use in the
information, ideas, respond to feelings playground) C: on four more an object (i.e. a head scarf, sunglasses) D: speaking tasks, or sentence
opinions and such as on the last four a verb (i.e. riding, running) Fold the papers in quarters starters and model sentence
feelings intelligibly amusement, anger so pupils cannot see what is written. Divide class into groups. Each constructions to help the pupil
on familiar topics and regret group takes a paper from A-D then makes up a story / recount using all produce sentences. They can
the picked out words in their stories. When ready, collect responses. then use these in the writing
task.
Complementary Complementary Lesson delivery
Skill Skill This lesson focuses on Activities A and B. See the Teacher’s Book For differentiation strategies,
for detailed guidance. please refer to the provided
Writing 4.1 Writing 4.1.4 Activity B focuses on developing the main skill for this lesson. list of differentiation strategies
Communicate Express and In order to meet the complementary skill, extend Activity A. Once and select appropriate
intelligibly through respond to opinions candidates have discussed Activities A and B with their talk partner(s) strategy/strategies based on
print and digital and common and responses have been collected to share with the class, ask pupils the needs of the pupils
media on familiar feelings such as to choose one of the pictures. Ask pupils to write a paragraph starting
topics amusement, anger ‘Last Sunday…’ and recount what happened and how they felt either as
and regret the man or the girl depending on the picture they have chosen. Remind
pupils to use words / phrases given below.
Post-lesson
Choose some of the more successful / descriptive recounts. Ask pupils
to read out their recounts to the class. Tell pupils to take on the part of
their chosen character and put expression in their voices as they read
their recounts. If time allows, do a hot seat activity. Choose two pupils
to take on the roles of the characters from the pictures and get the rest
of the pupils to ask questions about their day at the beach.

WEEK:__
feelings; expressive language, exclamation marks

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Any unfinished recounts
Main Skill Main Skill Activate prior knowledge of telling recounts by playing a story-telling game. Student’s Book, can be completed for
For example: Divide class into small groups. Give each pupil a piece of paper p73 homework
Writing 4.1 Writing 4.1.2 with something written on it, i.e. a phrase, an object, adjective of mood. Put Teacher’s Book,
Communicate Explain causes and the opening line of a story on the board, i.e. ‘Last Saturday Adam was at the p73 Support can be given to
intelligibly through consequences of shopping centre when…’ Tell pupils they have to take it in turn to continue less proficient pupils
print and digital the story but during their turn they need to include the word/phrase written on depending on their needs,
media on familiar i) actions their paper without the rest of the group guessing what is written on their such as by helping them
topics ii) events or paper. When they have managed to slip their word or phrase into the story produce an appropriate plan
iii) simple processes without anyone in the class noticing they can say ‘next’ for another member for their own account. Help
in the group to continue. them to come up with some
Complementary Complementary direct speech, questions,
Skill Skill Lesson delivery exclamation marks adverbs
This lesson focuses on Activities A and D. See the Teacher’s Book for etc. as listed in the TIP.
Reading 3.1 Reading 3.1.5 detailed guidance. Activity A focuses on developing the complementary skill Allow pupils if necessary to
Understand a Recognise with little for this lesson. write a one-paragraph
variety of texts by or no support the recount.
using a range of attitude or opinion In order to fully meet the main skill, ask pupils to read the text again and then
appropriate of the writer in write three sentences explaining the cause of an action or event (i.e. The For additional differentiation
reading strategies extended texts on a writer got up early in order to save a sun lounger) and three sentences strategies, please refer to
to construct wide range of explaining the consequence of an action or event (i.e. the towel had fallen on the provided list of
meaning familiar topics the floor so it was filthy) In Activity D tell pupils that in their recounts they differentiation strategies
must explain why the funny / embarrassing / scary / annoying situation came and select appropriate
about (i.e. the cause) and what happened because of the situation (i.e. the strategy /strategies based
consequences). on the needs of the pupils.
Post-lesson
Choose some of the more successful / descriptive recounts. Ask pupils to
read out their recounts to the class. Tell the rest of the class to listen carefully .
as you are going to ask questions at the end. At the end of each recount
chose one pupil and ask what was the cause of this situation? Chose another
pupil and ask them to summarise the consequence of the situation.

select

LEARNING OUTLINE
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve Full Blast plus 4 or list of differentiation strategies

WEEK:__
feelings; expressive language

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson using Activity A Discuss. Student’s Book, pp74- grouping so that a more
Give pupils the opportunity to discuss their ideas with talk partner(s) 75 proficient pupil can help and
Reading 3.1 Reading 3.1.5 before collecting responses. Use this activity to elicit other Teacher’s Book, pp74- support a less proficient pupil.
Understand a Recognise with little vocabulary relevant to the topic of travelling abroad. 75 Support can be given to less
variety of texts by or no support the proficient pupils during
using a range of attitude or opinion Lesson delivery Activities B and C by eliciting
appropriate of the writer in This lesson focuses on Activities B, C and E. See the Teacher’s some answers together then
reading strategies extended texts on a Book for detailed guidance. Note that in Activity B pupils are asked allowing pupils to find some
to construct wide range of to read for gist. Allow pupils time to discuss their ideas with their talk answers independently.
meaning familiar topics partner(s) before collecting responses. In order to meet the main
skill, extend Activity C by writing on the board: How did Amanda For differentiation strategies,
Complementary Complementary feel: i) when she arrived at Marrakech airport, ii) when she was at please refer to the provided
Skill Skill the open-air market, iii) when the lady had completed the henna list of differentiation strategies
tattoos on her hands, iv) sitting under the star-filled night sky in the and select appropriate
Speaking 2.1 Speaking 2.1.5 desert, v) sitting on the camel. Ask pupils to give evidence from the strategy/strategies based on
Communicate Express and text to justify their explanations. In order to meet the complementary the needs of the pupils
information, ideas, respond to feelings skill, ask pupils to expand on their answers in Activity E by saying
opinions and such as how they would feel doing i) – v) above.
feelings intelligibly amusement, anger
on familiar topics and regret Activities B and C focus on developing the main skill for this lesson.
Activity E focuses on developing the complementary skill.
Activity D can be given as homework.
Post-lesson
Amanda describes sitting under the starry night sky as magical. Ask
pupils to describe to their talk partner(s) a magical experience they
have had either in Malaysia or abroad. When ready, collect answers
to share as a class.

TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: Direct speech /
Sustainability reported speech

LEARNING OUTLINE
This is a This is a grammar- Activate prior knowledge in this lesson by getting pupils to play a Student’s Book, pp75- please refer to the provided
grammar-focused focused lesson so reporting game. For example pupils work in pairs and ask each 76 list of differentiation strategies
lesson so listening, speaking, other 5 simple questions about likes / dislikes; hobbies; favourite Teacher’s Book, pp 75- and select appropriate
listening, reading and writing books, films, music, food etc. Then form a new pair and report back 76 strategy/strategies based on
speaking, reading skills are not what the original partner told them about themselves. the needs of the pupils
and writing skills explicitly covered.
are not explicitly Lesson delivery
covered. This lesson focuses on the grammar Activity. See the Teacher’s

to practise reported speech further or use the Vocabulary activity.
For further practice, pupils could be asked to report all or part of the
dialogue in the vocabulary activity.
Post-lesson
Choose an appropriate post-lesson activity that will check pupils’
understanding of reported speech (questions, commands, requests)
from the lesson.

WEEK:__
TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: talking about travel
Sustainability and means of transport; words phrases connected with
travelling via different means of transport.

LEARNING OUTLINE
Main Skill Main Skill Revise knowledge of travelling vocabulary by playing a game. For Student’s Book, p76 pupils, pause the listening
example: Take a piece of paper and cut into small squares. Make sure Teacher’s Book, p76 track at selected intervals to
Listening 1.3 Listening 1.3.1 you have one square for each pupil. On half the squares put a word / Full Blast Plus 4 Audio allow thinking time.
Recognise Recognise with phrase related to travelling (see activities in 5a or Wordlist in the CD Alternatively, read and
features of support typical Student’s Book). On the other half put a corresponding definition. Give pause at specific intervals
spoken genres on features at word, each pupil a paper. Tell them to stand up and mingle until they find their Write the following list from the audio script in the
familiar topics sentence and text partner i.e. word and correct definition. in a random order on Teacher’s Book if it helps
levels of a range whiteboard: less proficient pupils to
of spoken genres Lesson delivery listen to your voice rather
This lesson focuses on the listening activities. See the Teacher’s 1. Passenger than that of a native
Complementary Complementary Book for detailed guidance. In order to meet the main and announcement / airport speaker. Play the track from
Skill Skill complementary skill, add a new listening for gist and speaking stage 2. Conversation the CD when pupils feel
before answering questions 1-6. Elicit from pupils which genres are between flight more confident.
Speaking 2.4 Speaking 2.4.1 more specific to listening (i.e. radio programmes, interviews, attendant and
Communicate Summarise the announcements, telephone conversations). Ask pupils to listen to the 6 passenger For additional differentiation
appropriately to a main points of a monologues and then discuss in pairs which genre they think each 3. Travel agent strategies, please refer to
small or large story, text or plot monologue is by summarising the main points of information, i.e.by 4. Passenger the provided list of
group on familiar answering questions like what is happening, where is the listening announcement / train differentiation strategies
topics taking place, who is speaking (see the materials column for the list). station and select appropriate
Give pupils the opportunity to check in small groups their answers and 5. Travel news strategy /strategies based
discuss how they came to their final decision about the genre before 6. Phone call to on the needs of the pupils.
collecting responses. Complete the listening activity. airplane booking office
Post-lesson
Choose a post-lesson activity that summarises the learning achieved in
the lesson.

WEEK: __
TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: expressing opinion;
Sustainability talking about advantages and disadvantages; words and
phrases connected with travelling by different means of
transport

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by giving pupils 5 minutes to Student’s Book, p77 grouping so that a more
make a list of all the different means of transport they can think of. Teacher’s Book, p77 proficient pupil can help and
Speaking 2.3 Speaking 2.3.1 Encourage them to think of unusual means of transport that they support a less proficient pupil.
Use appropriate Confirm might have come across while visiting other countries (rickshaw, ox Support can be given to less
communication understanding in and cart, tuk-tuk, camel, horse-drawn sleigh). When ready, collect proficient pupils during the
strategies discourse-level answers and share as a class. speaking activity, depending
exchanges by on their needs. For example,
repeating back what Lesson delivery by providing vocabulary or
a speaker has said This lesson focuses on the speaking and listening Activities. model sentence constructions
See the Teacher’s Book for detailed guidance. In order to meet the to help the pupil produce
Complementary Complementary main skill, add a new stage at the end of the speaking activity. When sentences. Allow less able
Skill Skill pupils have finished discussing all the questions, ask them to reform pupils to use written notes
into new groups. Each pupil reports back the ideas / answers their when reporting back to a new
Listening 1.1 Listening 1.1.2 first group came up with relating to each of the questions. When group.
Understand Understand ready, collect responses to share as a class. In order to meet the
meaning in a independently complementary skill complete Activities A and B of the listening For additional differentiation
variety of familiar specific information activity. See the Teacher’s Book for detailed guidance. strategies, please refer to the
contexts and details in provided list of differentiation
extended texts on a Post-lesson strategies and select
wide range of Ask pupils to discuss which means of transport are the best for the appropriate strategy
familiar topics environment? Why? And which means of transport will be most /strategies based on the
used in the future? Why? When ready, collect responses. needs of the pupils.

WEEK: __
TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: language associated
Sustainability with making offers and suggestions, asking for and
giving instructions; words and phrases connected with
travelling by different means of transport

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with Student’s Book, pp78 - proficient pupils depending on
a talk partner to practice asking for and giving instructions. Give 79 their needs, such as by giving
Writing 4.1 Writing 4.1.1 pupils a simple street map or if not available, tell pupils to look at the Teacher’s Book, pp78- them the structure of the
Communicate Explain information street map in the Student’s Book. Pupils take it in turns to ask and 79 letter in Activity F with
intelligibly through from give instructions to their partner (i.e. start at the skate park, go opening sentences which
print and digital straight forward to the Corner café, turn left down Park Road…). pupils should complete.
media on familiar (i) diagrams They can use the language in the boxes for Activity E to help them.
topics (ii) charts For differentiation strategies,
(iii) tables Lesson delivery please refer to the provided
(iv) graphs or other This lesson focuses on Activities A, B, C D and F. See the list of differentiation strategies
visuals Teacher’s Book for detailed guidance. and select appropriate
Activities A, C and D focus on developing the complementary skill strategy/strategies based on
Complementary Complementary for this lesson. Activity B and F focuses on the main skill. For the needs of the pupils
Skill Skill Activity F, remind pupils they are interpreting Mark’s notes, as well
as the map, to write their own letters. If there is not enough time in
Reading 3.1 Reading 3.1.1 the lesson to complete the activities, ask pupils to finish their letter
Understand a Understand the to Andrew as homework. Teachers can use the
variety of texts by main points in Revision lesson to go over pupils’ writing which was completed as
using a range of extended texts on a homework.
appropriate wide range of
reading strategies familiar topics Post-lesson
to construct As a class create a pie chart or graph on the board illustrating what
meaning everybody’s favourite means of travel is. Alternatively, choose
another post-lesson activity that summarises the learning achieved
in the lesson.

select

LEARNING OUTLINE

select

LEARNING OUTLINE
Literature in Literature in Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.2 Action 5.2.1 Action content and learning standard specified for this lesson. strategy/strategies based on
Analyse and Evaluate and the needs of the pupils.
evaluate a variety explain briefly Focus on events or places.
of literary text stylistic features an
types author uses to show
character, events or
place

Unit 6
WEEK:__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: describing free time
activities; idioms describing mood / feelings

LEARNING OUTLINE
Pre-lesson Organise talk partners or
Main Skill Main Skill Activate prior knowledge in this lesson using ‘Discuss’ in the Unit Full Blast Plus 4 grouping so that a more
opener in the Student’s Book. Give pupils the opportunity to discuss Student’s Book, pp 81- proficient pupil can help and
Reading 3.1 Reading 3.1.5 their ideas with talk partner(s) before collecting responses. Use this 83 support a less proficient pupil.
Understand a Recognise with little activity to elicit other vocabulary relevant to the topic of free time Teacher’s Book, pp 81- Support can be given to less
variety of texts by or no support the activities. 83 proficient pupils during
using a range of attitude or opinion Activities A and E, depending
appropriate of the writer in Lesson delivery on their needs. For example,
reading strategies extended texts on a This lesson focuses on Activities A, B, C and E. See the by providing vocabulary or
to construct wide range of Teacher’s Book for detailed guidance. Pupils complete Activity A in model sentence constructions
meaning familiar topics pairs. Note that in Activity B pupils are asked to read for gist. Allow to help the pupil produce
pupils time to discuss their ideas with their talk partner(s).In order to sentences.
meet the main skill, before collecting pupils’ responses to Activity B,
Complementary Complementary ask pupils to read the text again to find evidence to justify their For differentiation strategies,
Skill Skill answer. Collect responses and examples of the writer’s positive please refer to the provided
attitude. Pupils complete Activity C in pairs. Allow pupils time to list of differentiation strategies
Speaking 2.1 Speaking 2.1.4 discuss their ideas with their talk partner(s) before collecting and select appropriate
Communicate Explain and justify responses. In order to meet the complementary skill, encourage strategy/strategies based on
information, ideas, own point of view pupils to expand on their answers in Activity E by explaining and the needs of the pupils.
opinions and justifying their points of view.
feelings intelligibly
on familiar topics Activities B and C focus on developing the main skill for this lesson.
Activity E focuses on the complementary skill.
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new
words or phrases that they have learned in relation to travelling.
class.

TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: active and passive
verb forms

LEARNING OUTLINE
Pre-lesson For differentiation strategies,
This is a This is a grammar- Write on the board: I put my wallet in my back pocket but it is no Full Blast Plus 4 please refer to the provided
grammar-focused focused lesson so longer there. Perhaps I dropped it. Or perhaps it has been stolen. Student’s Book, pp 83- list of differentiation strategies
lesson so listening, speaking, Ask pupils to look at the second and third sentence. Ask what verb 85 and select appropriate
listening, reading and writing forms have been used and why? (active or passive?) Give pupils the Teacher’s Book, pp 83- strategy/strategies based on
speaking, reading skills are not opportunity to discuss their ideas with talk partner(s) before 85 the needs of the pupils.
and writing skills explicitly covered. collecting responses.
are not explicitly
covered. Lesson delivery
This lesson focuses on the grammar activities. See the
Teacher’s Book for detailed guidance. Allow pupils time to discuss
their ideas with their talk partner(s) before collecting responses.
Additional lesson activities may be required such as giving further

activities to consolidate pupil’s understanding of passive verb forms.
Alternatively, move on to any suitable vocabulary activities.
Post-lesson
Ask pupils to write sentences using the passive verb form. Monitor
and provide support for any problems with the verb form. When
ready, select pupils to read out their sentences. Alternatively,
choose another appropriate post-lesson activity that better suits
pupil’ needs/interests and that will review the grammar from this
lesson.

TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
connected with free-time activities.

LEARNING OUTLINE
Main Skill Main Skill Prepare an activity to review the active and passive forms from the Full Blast Plus 4 pupils, pause the listening
previous Language Awareness lesson. Student’s Book, p85 track at selected intervals to
Listening 1.2 Listening 1.2.1 Teacher’s Book, p85 allow thinking time.
Use appropriate Guess the meaning Lesson delivery Alternatively, read and pause
listening of unfamiliar words This lesson focuses on the listening activity. See the Teacher’s at specific intervals from the
strategies in a from clues provided Book for detailed guidance. In order to meet the complementary audio script in the Teacher’s
variety of contexts by other words and skill, tell pupils to keep their books closed. Explain that they are Book if it helps less proficient
by context on a going to hear people talking in five different situations. They need to pupils to listen to your voice
wide range of be able to say who is talking and also explain in what situation. Give rather than that of a native
familiar topics pupils the opportunity to check and discuss their answers in small speaker. Play the track from
groups before collecting responses. the CD when pupils feel more
Complementary Complementary confident.
Skill Skill In order to meet the main skill, extend the listening activity by adding
another stage after completing the questions in the book. Write on Organise talk partners or
Speaking 2.1 Speaking 2.1.1 the board: 1 mown / freshly; 2 level / ability; 3 tournament / board; 4 grouping so that a more
Communicate Explain simple hoops / official; 5 alarm / starving (use other words if they better suit proficient pupil can help and
information, ideas, content on familiar the needs of your pupils). Ask pupils to look for the meaning of the support a less proficient pupil
opinions and topics from what words as they are used in the context of this listening. Explain how during the speaking activity.
feelings intelligibly they read and hear to do this by using the clues provided by other words and by the
on familiar topics context of the topic. Play the track again. Give pupils the opportunity For additional differentiation
to check and discuss their answers in small groups before collecting strategies, please refer to the
responses. provided list of differentiation
Post-lesson appropriate strategy
Play a dictionary game to review the main skill for this lesson. For /strategies based on the
example, ask pupils to find an unfamiliar word in the dictionary then needs of the pupils.
write a sentence using the word in context. When ready, gather the
sentences and see if the class can guess the meaning of the word
from the context of the sentence. Alternatively, choose another
appropriate post-lesson activity that will check pupils’ ability to guess
meaning via context.

TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: speculating and
making decisions; talking about likes and dislikes

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by discussing ‘activity Full Blast Plus 4 proficient pupils depending on
experiences’ pupils would like / not like to try. Put a list of activities Student’s Book, p86 their needs, such as by
Speaking 2.1 Speaking 2.1.1 on the board (i.e. paintballing, hot air ballooning, jewellery making Teacher’s Book, p86 providing vocabulary to use in
Communicate Explain simple workshop, windsurfing, sky diving, rock climbing, white water rafting, the speaking task, or
information, ideas, content on familiar horse riding, bungee jumping, chocolate making workshop) Ask sentence starters and further
opinions and topics from what pupils to discuss which activity they would like to be given as a gift, model sentence constructions
feelings intelligibly they read and hear which they would like least to try and if they think activity gifts are a to help the pupil produce
on familiar topics good idea. sentences expressing their
own opinion.
Complementary Complementary Lesson delivery
Skill Skill This lesson focuses on the speaking activity. See the Teacher’s Support can be given to less
Book for detailed guidance. In order to meet the main skill, add a proficient pupils during the
Writing 4.2 Writing 4.2.1 new stage to the speaking activity. When pupils have completed the writing task. Give a written
Communicate Punctuate written speaking activity set in the book, ask them to close their books and dialogue with punctuation
with appropriate work on a range of work in pairs. Pupil A chooses one of the three activity gifts (i.e. removed and ask pupils to
language, form text types with Drive a Car, a Cooking Class or a Circus School) and explains to add the punctuation.
and style reasonable pupil B what the experience involves. Then swap roles and pupil B
accuracy chooses one of the two remaining activities to talk about. In order to For differentiation strategies,
meet the complementary skill ask pupils to work in pairs and write a please refer to the provided
short dialogue between two friends; one who has a birthday that day list of differentiation strategies
and the other who is giving an activity gift as a birthday present. Tell and select appropriate
pupils to focus specifically on punctuation. When ready ask pupils to strategy/strategies based on
swap their dialogue with another pair. Tell pupils to check the needs of the pupils.
punctuation and give feedback.
Post-lesson
Ask some pupils to act out their dialogues.

WEEK:__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: language of semi-
formal letter; asking for information; making polite
requests; punctuation

LEARNING OUTLINE
Pre-lesson If unfinished in class, give
Main Skill Main Skill Activate prior knowledge in this lesson by getting pupils to add the Full Blast Plus 4 Activity D as homework. Tell
missing punctuation to another dialogue. Remind pupils of the Student’s Book, p86-87 pupils to focus particularly on
Writing 4.2 Writing 4.2.1 dialogues they wrote in the previous lesson in this sequence. Use Teacher’s Book, p86- punctuation.
Communicate Punctuate written the dialogue of conversation 3 of the Teacher’s book. Either copy on 87
with appropriate work on a range of the board, or give pupils separate copies of the dialogue with all Support can be given to less
language, form text types with punctuation marks removed. Ask pupils in pairs to add the correct proficient pupils depending on
and style reasonable punctuation. When ready, collect responses. their needs, such as by
accuracy providing examples for the
Lesson delivery sentences in Activity C and
Complementary Complementary This lesson focuses on Activities A, B, and D. See the Teacher’s the structure of the letter,
Skill Skill Book for detailed guidance. In order to meet the complementary including the beginning of
skill, add another stage to Activity A where pupils discuss the opening sentences for the
Speaking 2.1 Speaking 2.1.3 advantages and disadvantages of taking part in a cycling race. In pupils to complete in Activity
Communicate Explain advantages order to meet the main skill, add a stage to Activity B where pupils D.
information, ideas, and disadvantages look at the punctuation in the letter to Ms Samad and explain why
opinions and of plans and each of the commas has been used. While writing their letters for For additional differentiation
feelings intelligibly ambitions Activity D, ask pupils to focus specifically on punctuation. strategies, please refer to the
on familiar topics provided list of differentiation
Activities B and D with added focus develop the main skill for this strategies and select
lesson. Activity A focuses on the complementary skill. appropriate strategy
Post-lesson needs of the pupils.
Ask pupils to talk about cycling. Do any pupils cycle to school? Do
any pupils enjoy cycling as a past time? Where do they cycle?
What’s the furthest they have cycled? Do they think cycle rides to
raise money for charity are a good idea? What activity would they
prefer to do to raise money for charity?

select

LEARNING OUTLINE

WEEK:__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: expressing likes and
Technology dislikes; words and phrases associated with computer /
video games

LEARNING OUTLINE
Pre-lesson Fast finishers can write a
Main Skill Main Skill Activate prior knowledge in this lesson by getting pupils to discuss Full Blast Plus 4 short review about a game
the questions in Activity A. Allow pupils time to discuss their ideas Student’s Book, p88-89 they are familiar with.
Reading 3.1 Reading 3.1.4 with their talk partner(s) before collecting responses. Teacher’s Book, p88-
Understand a Use independently 89 Organise talk partners or
variety of texts by familiar and some Lesson delivery grouping so that a more
using a range of unfamiliar print and This lesson focuses on Activities B, C and D. See the Teacher’s Print or digital proficient pupil can help and
appropriate digital resources to Book for detailed guidance. In order to meet the main skill, extend resources support a less proficient pupil.
reading strategies check meaning and Activities B and C. In Activity B, have pupils use print or digital For example, a more
to construct extend resources to find the meaning of the words they have underlined. In Computer lab or access proficient pupil can give
meaning understanding Activity C ask pupils to use print or digital resources to check the to computers (tablets or further, more specific
meaning of the phrasal verbs after they have completed the activity laptops) if using digital explanations of the words that
to make sure they have the correct answers. research tools the less proficient students
have underlined.
Complementary Complementary Activities B and C focus on developing the main skill for this lesson.
Skill Skill Activity D focuses on the complementary skill. For differentiation strategies,
please refer to the provided
Speaking 2.1 Speaking 2.1.1 Post-lesson list of differentiation strategies
Communicate Explain simple Ask pupils to identify with their talk partner(s) at least three new and select appropriate
information, ideas, content on familiar words or phrases that they have learned in relation to computer / strategy/strategies based on
opinions and topics from what video games. When pupils are ready, collect and share the needs of the pupils.
feelings intelligibly they read and hear words/phrases as a whole class.
on familiar topics

TOPIC: Time out CROSS CURRICULAR ELEMENT(S): ): Science and LANGUAGE/GRAMMAR FOCUS: clauses of result,
Technology concession and of purpose

LEARNING OUTLINE
This is a This is a grammar- Activate prior knowledge in this lesson by putting a number of Full Blast Plus 4 please refer to the provided
grammar-focused focused lesson so sentences on the board for pupils to complete. For example: Student’s Book, p89 list of differentiation strategies
lesson so listening, speaking, My alarm clock didn’t go off this morning so… Teacher’s Book, p89 and select appropriate
listening, reading and writing I ate so much at lunchtime that…. strategy/strategies based on
speaking, reading skills are not Even though I was late for class, my teacher… the needs of the pupils.
and writing skills explicitly covered. In spite of the torrential rain, I…
are not explicitly I rode my bicycle to school in order to…
covered. Encourage imaginative or amusing answers.
Lesson delivery
This lesson focuses on the grammar activity. See the Teacher’s
Additional lesson activities may be required such as giving further

activities to consolidate pupil’s understanding of clauses of result /
concession / purpose. Alternatively, ask pupils to write the first part
of sentences for their partner to add an appropriate clause to.
Pupils complete Vocabulary section either as homework or in class

if time allows.
Post-lesson
Ask pupils to write down sentences that contain clauses of result /
concession / purpose. Use a sentence starter based on the lesson
topic (e.g. ‘We watch films…’). Monitor and provide support for any
problems with form or punctuation. When ready, select pupils to
read out their sentences. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review the grammar from this lesson.

WEEK:__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinion;
language of description; words and phrases connected
with T.V. programmes

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a Student’s Book, p90 pupils, pause the listening
talk partner and take it in turns to describe a favourite TV programme. Teacher’s Book, p90 track at selected intervals to
Listening 1.2 Listening 1.2.1 Tell pupils to describe what the programme is about. Say why they allow thinking time.
Use appropriate Guess the meaning like it and who would they recommend the programme to. Alternatively, read and pause
listening of unfamiliar words Lesson delivery at specific intervals from the
strategies in a from clues provided This lesson focuses on the vocabulary and Listening activities. audio script in the Teacher’s
variety of contexts by other words and See the Teacher’s Book for detailed guidance. Do the listening activity Book if it helps less proficient
by context on a first. In order to meet the main skill, add a new stage at the end of pupils to listen to your voice
wide range of Activity B. Write on the board: rather than that of a native
familiar topics Listening 1: What’s hot…, belongings, a turn around. speaker. Play the track from
Listening 2: tuned in, hosted, landline the CD when pupils feel more
Complementary Complementary Listening 3: creepy crawlies, to get on someone’s nerves, on our confident
Skill Skill screens
Support can be given to less-
Reading 3.1 Reading 3.1.4 Ask pupils to listen again and use other words and the context to proficient pupils in order for
guess the meaning of each word or phrase written on the board. Give them to focus on the main
Understand a Use independently pupils time to discuss their ideas with their talk partner(s) before skill by giving them the
variety of texts by familiar and some collecting responses. Then move on to the vocabulary activity. Ask correct definitions of the
using a range of unfamiliar print and pupils to complete the sentences using phrases with ‘that’ then ask words / phrases in the new
appropriate digital resources to pupils to check their answers with a dictionary or, if available, digital activity and getting them to
reading strategies check meaning and resources. choose an appropriate
to construct extend definition for each word /
meaning understanding Activity B with the extension focuses on developing the main skill for phrase.
this lesson. Activities 1-12 of the Vocabulary activity focuses on the
complementary skill. For additional differentiation
strategies, please refer to the
Post-lesson provided list of differentiation
Ask pupils to identify with their talk partner(s) at least three new words strategies and select
or phrases that they have learned in relation to travelling. When pupils appropriate strategy
are ready, collect and share words/phrases as a whole class /strategies based on the

WEEK:__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinion;
language of description; words and phrases connected
with T.V. programmes

LEARNING OUTLINE
Pre-lesson Organise talk partners or
Main Skill Main Skill Activate prior knowledge in this lesson by brainstorming different Full Blast Plus 4 grouping so that a more
genres of T.V. programmes. Divide the class into small groups and Student’s Book, p91 proficient pupil can help and
Speaking 2.4 Speaking 2.4.1 ask pupils to keep their books closed. Give pupils a set amount of Teacher’s Book, support a less proficient pupil.
Communicate Summarise the time to come up with a list of all the different types of T.V p91 Support can be given to less
appropriately to a main points of a programmes. When ready, collect responses. See the Student’s proficient pupils during the
small or large story, text or plot Book for possible answers. speaking activity, depending on
group on familiar their needs. For example, by
topics Lesson delivery providing model sentence
This lesson focuses on the speaking and listening activities. constructions to help the pupil
Complementary Complementary See the Teacher’s Book for detailed guidance. In order to meet the produce sentences.
Skill Skill main skill, add a stage to the speaking activity where pupils choose
a favourite serial / documentary / cartoon (i.e. something with a plot, For additional differentiation
Listening 1.1 Listening 1.1.2 storyline or specific detail) and describe this to a partner by strategies, please refer to the
Understand Understand summarising the main points. When ready, collect responses to provided list of differentiation
meaning in a independently share with class. Then move on to the listening activities, with strategies and select appropriate
variety of familiar specific information reference to the Teacher’s Book for guidance. strategy /strategies based on the
contexts and details in needs of the pupils.
extended texts on a The speaking activity focuses on developing the main skill for this
wide range of lesson. The listening Activities A and B focus on the complementary
familiar topics skill.
Post-lesson
Play Guess What. Divide the class into small groups. In turn, each
pupil describes / summarises a popular / familiar T.V. programme
while the remaining group members guess which programme is
being described.

WEEK:__
TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinions
and preferences; words and phrases associated with
writing reviews.

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a Student’s Book, grouping so that a more
talk partner and take it in turns to describe a favourite film. Tell pupils to p92-92 proficient pupil can help and
Writing 4.1 Writing 4.1.3 describe what the film is about. Say why they like it and who would they Teacher’s Book, support a less proficient pupil.
Communicate Explain the main recommend should see the film. p92-93 Make sure that you vary the
intelligibly through points of an idea or interactions as this will allow
print and digital argument Lesson delivery all pupils to benefit from
media on familiar This lesson focuses on Activities A, B and D. See the Teacher’s different dynamics.
topics Book for detailed guidance. Pupils complete Activity A in pairs. For
Activity B, ask pupils to read the questions before reading the text. Give To support less proficient
Complementary Complementary pupils a short time to complete Activity B (e.g. 10 min including time to pupils during the writing
Skill Skill check answers). Go to Activity D to set the main activity and then go Activity D help pupils to
through the Plan and TIP box and check for comprehension. Ask pupils create an appropriate
Speaking 2.1 Speaking 2.1.4 to think about the main points of their review and to create their own structure, and give model
Communicate Explain and justify plan with a brief explanation of the ideas they will include in each sentence structure for
information, ideas, own point of view paragraph. Monitor this activity and refer pupils back to the plan in the opening sentences. Allow
opinions and Student’s Book if necessary. Pupils use their plans to write their pupils to write three short
feelings intelligibly reviews. Note that pupils should always plan their writing and produce a paragraphs.
on familiar topics rough draft or an outline before writing a text of several paragraphs.
This will encourage them to think about the process of writing. For differentiation strategies,
please refer to the provided
Activities B and D focus on developing the main skill for this lesson. list of differentiation strategies
Activity A focuses on the complementary skill. and select appropriate
strategy/strategies based on
Activity C can be given as homework. the needs of the pupils.
Post-lesson
Ask pupils to talk in the last 5 minutes of the lesson about a film they
haven’t seen but want to see. Why do they want to see it? Have they
read any good reviews? Have their friends already seen it and
recommended it? Alternatively, choose another appropriate post-lesson
activity that will check pupils’ ability to guess meaning via context.

select

LEARNING OUTLINE

select

LEARNING OUTLINE
Literature in Literature in and select appropriate
Action 5.2 Action 5.2.1 Teachers should ensure that their lesson covers the Literature in strategy/strategies based on
Analyse and Evaluate and Action content and learning standard specified for this lesson. the needs of the pupils.
evaluate a variety explain briefly
place

Unit 7
LESSON 82 (Reading 13) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
WEEK:__
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: talking about
Sustainability animals; discussing facts, words and phrases connected
with nature.

LEARNING OUTLINE
Pre-lesson Full Blast plus 4 For differentiation strategies,
Main Skill Main Skill Activate prior knowledge in this lesson using ‘Discuss’ in the Unit Student’s Book, p97-99 please refer to the provided
opener of Student’s Book. Give pupils the opportunity to discuss Teacher’s Book, p97- list of differentiation strategies
Reading 3.1 Reading 3.1.3 their ideas with talk partner(s) before collecting responses. Use this 99 and select appropriate
Understand a Guess the meaning activity to elicit further vocabulary relevant to the topic of nature. strategy/strategies based on
variety of texts by of unfamiliar words the needs of the pupils.
using a range of from clues provided Lesson delivery
appropriate by other words and This lesson focuses on Activities A, B, C and D. See the
reading strategies by context on a Teacher’s Book for detailed guidance. Complete Activities A and B.
to construct wide range of Allow pupils time to discuss their ideas with their talk partner(s)
meaning familiar topics before collecting responses.
Follow the Teacher’s Book for Activities C and D. Activity C focuses

Complementary Complementary on the complementary skill for this lesson. Activity D focuses on the
Skill Skill main skill for this lesson.
Reading 3.1 Reading 3.1.1
Understand a Understand the Post-lesson
variety of texts by main points in Ask pupils to complete Activity E in small groups. When ready ask
using a range of extended texts on a pupils to share their amazing animal facts and clever animal stories
appropriate wide range of with the class.
reading strategies familiar topics
to construct
meaning

WEEK:__ LESSON 83 (Language Awareness 13) MAIN SKILL(S) FOCUS: Language Awareness THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: The full and bare
Sustainability infinitive and –ing form / exclamatory sentences

LEARNING OUTLINE
This is a This is a grammar- Play a game to review vocabulary from the previous lesson. Include Student’s Book, p99, please refer to the provided
grammar-focused focused lesson so the words in the ‘Vocabulary’ box in the Teacher’s Book. 101 list of differentiation strategies
lesson so listening, speaking, Alternatively, choose another appropriate pre-lesson activity that Teacher’s Book, p99, and select appropriate
listening, reading and writing better suits pupils’ needs/interests and will prepare the pupils for this 101 strategy/strategies based on
speaking, reading skills are not lesson. the needs of the pupils.
and writing skills explicitly covered.
are not explicitly Lesson delivery
covered. This lesson focuses on the grammar activities in Unit 7. See the
their ideas with their talk partner(s) before collecting responses.
Post-lesson
Review pupils’ learning in this lesson with Tell me three things…
• You have learnt today
• You have done well
• Your talk partner has done well

WEEK:__ LESSON 84: (Listening 13) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: words and phrases
Sustainability connected with the environment, flora and fauna

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work in Student’s Book, p101 pupils, pause the listening
small groups to see how many countries of South East Asia they Teacher’s Book, p101 track at selected intervals to
Listening 1.1 Listening 1.1.6 can name. Depending on pupils’ knowledge, you can ask them to do allow thinking time.
Understand Understand this activity independently, or give assistance by putting the first Alternatively, read and pause
meaning in a independently letter(s) of the countries on the board, or list several countries on the at specific intervals from the
variety of familiar longer simple board and ask pupils to choose which of the countries are in South audio script in the Teacher’s
contexts narratives on a wide East Asia. Book if it helps less proficient
range of familiar pupils to listen to your voice
topics Lesson delivery rather than that of a native
This lesson focuses on the listening activity. See the Teacher’s speaker. Play the track from
Complementary Complementary Book for detailed guidance. Allow pupils time to discuss their ideas the CD when pupils feel more
Skill Skill with their talk partner(s) before collecting responses. Activities A and confident.
B focus on the main skill. In order to meet the complementary skill,
Speaking 2.2 Speaking 2.2.1 write / show the seven questions from the ‘Optional post-listening For additional differentiation
Use register Use formal and activity’ in the Teacher’s Book on the whiteboard. Ask pupils to strategies, please refer to the
appropriately informal registers discuss the questions in small groups using informal, friendly provided list of differentiation
appropriately in language. When ready, collect answers and initiate a class strategies and select
most familiar discussion. appropriate strategy
contexts /strategies based on the
Put some words from the listening transcript (e.g. names of
attractions) on the whiteboard. Ask pupils if they can explain which
each word / phrase refers too and if they can remember any details.

WEEK:__ LESSON 85 (Speaking 13) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: expressing opinions;
Environmental Sustainability expressing likes and dislikes, describing places, making a decision

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Full Blast Plus 4 Fast finishers can help less
Put pupils in pairs and ask them to tell their talk partner(s) about the Student’s Book, proficient pupils to write their
Speaking 2.2 Speaking 2.2.1 latest outdoor activity they have done recently, if they liked the activities p102 proposals to the principle.
Use register Use formal and and why. Teacher’s Book, They can move around the
appropriately informal registers p102 room advising on spelling and
appropriately in Lesson delivery giving feedback.
most familiar This lesson focuses on the Speaking activity. See the Teacher’s Book
contexts for detailed guidance. Ask pupils to shut their textbooks. Show on the Support should be given to
whiteboard the list of activities in the pictures from the speaking activity less proficient pupils during the
Complementary (visit a castle on a hill, walk in the countryside, etc.). Divide the class into speaking and writing activities,
Complementary Skill eight groups and give each group one topic. Give pupils a set amount of depending on their needs. For
Skill time to think of as many words related to their topic as the can think of. example, by providing
Writing 4.2.2 When ready, collect pupils’ words. Elicit from the pupils the register they vocabulary or model sentence
Writing 4.2 Spell written work have used so far in the lesson (i.e. informal discussions) and tell them constructions to help the pupil
Communicate with on a range of text that they will now use a more formal register. produce sentences, or
appropriate types with reducing the number of
language, form reasonable Follow the instruction in the Teacher’s Book for the speaking activity. recommend trips if it is best to
and style accuracy Point out to pupils that the words / phrases presented in the boxes (I focus on the quality of one or
believe…I definitely think that…) are quite formal because they are two.
discussing the advantages and disadvantages of each visit or activity
with (an)other committee member(s). The speaking activity focuses on For additional differentiation
developing the main skill. strategies, please refer to the
In order to meet the complementary skill, add a new stage to the lesson. strategies and select
Once each pair have decided on a final choice of three day-trips, ask appropriate strategy
them to write a short recommendation to the Principal of the school, /strategies based on the needs
stating their chosen three day-trips and reasons for their choices. (For of the pupils.
example: We believe a walk in the countryside is a good idea because
we will see some spectacular views of the impressive landscape / We
definitely think you will love to explore ancient ruins because it’s exciting
and a valuable learning experience too.)

Remind pupils to use a formal register and to make sure they spell
accurately. Assist pupils by eliciting and writing on the board any
language they might need which is not presented in the boxes in the
Student’s Book. Use peer assessment to feedback on recommendations.
Post-lesson
Hold a class discussion to decide which day-trip they would most like to
go on and why. Give pupils homework for the next lesson (lesson 86
Writing), Activity A and B. This way pupils can do the majority of reading
activities at home so that you can use class time to focus on writing.

WEEK:__
LESSON 86 (Writing 13) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: descriptive language
Sustainability describing places; language of persuasion; rhetorical
questions

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 You could pair fast finishers
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a Student’s Book, with average proficiency
talk partner to discuss the following questions: Can they name the p103 pupils. Similarly pair up less
Writing 4.1 Writing 4.1.3 nature reserves (or national parks) of Malaysia. Why do countries Teacher’s Book, proficient pupils with average
Communicate Explain the main create nature reserves? Are they important? Why? Why not? When p103 proficiency pupils.
intelligibly through points of an idea or ready, collect responses.
print and digital argument Alternatively you could pair
media on familiar Lesson delivery yourself with less proficient
topics This lesson focuses on Activities C and D (A and B have been pupils if possible. Give them
given as homework at the end of lesson 85). See the Teacher’s support and guide them as
Book for detailed guidance. Allow pupils some time to discuss their they write their articles.
answers to Activities A and B with a talk partner(s). Place those who
Complementary Complementary have not completed their homework with those who have so they can Support can be given to less
Skill Skill catch up with everyone else. Go through Activity C and ask pupils to proficient pupils during
find examples of where the writer applied 1-4 writing techniques in their Activity D, depending on their
Reading 3.1 Reading 3.1.6 article. As part of working on Activity D, i.e. writing the article, ask pupils needs. For example, by
Understand a Recognise with to create their own plans with a brief explanation of the ideas they will providing vocabulary or
variety of texts by support typical include in each paragraph. Monitor this activity and refer pupils back to model sentence constructions
using a range of features at word, the plan in the Student’s Book if necessary. When pupils are satisfied to help the pupil produce
appropriate sentence and text with their plans, they can write their articles. Ask them to focus on their sentences.
reading strategies levels of an ideas and check spelling and punctuation later on. Monitor pupils’
to construct increased range of writing as they work and support when necessary. If necessary, pupils For additional differentiation
meaning genres can complete Activity D for homework. strategies, please refer to the
Activity D addresses the main skill. Activity C focuses on developing the strategies and select
complementary skill. appropriate strategy
Choose some volunteers to read out their articles, or if unfinished, to
read what they have written so far. Get the rest of the class to give
feedback (using two stars and a wish or medals and missions models).

select

LEARNING OUTLINE

WEEK:__ LESSON 88 (Reading 14) MAIN SKILL(S) FOCUS: Reading THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: techno-gadgets
Sustainability

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 You could pair fast
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a talk Student’s Book, finishers with average to
partner to discuss environmental issues in their area or in Malaysia. What are p104-105 low proficiency pupils
Reading 3.2 Reading 3.2.1 the main issues? (i.e. endangered species; deforestation; pollution) What Teacher’s Book, and get fast finishers to
Explore and Read a variety of causes the problems? (i.e. deforestation; reclamation of land for building; p104-105 talk through their
expand ideas for suitable print and tourism). When ready, collect responses. Ask pupils to discuss the questions in answers to the
personal digital texts to Activity A. When ready, collect responses. comprehension
development by investigate and questions giving
reading analyse national Lesson delivery evidence from the text
independently and issues This lesson focuses on Activities B, C and E. See the Teacher’s Book for to support their answers.
widely detailed guidance. Note that in Activity B pupils are asked to read for gist. In
order to meet the main skill, allow pupils to complete Activity C which Arrange different talk
Complementary Complementary consolidates their understanding of the text, and then add a further stage to the partners to vary the
Skill Skill activity by asking additional questions which relate the text topics to national interactions as this will
issues. For example, ask: allow all pupils to benefit
Speaking 2.1 Speaking 2.1.1 from different dynamics.
Are these issues relevant in Malaysia? (i.e. Is there a need to conserve
Communicate Explain simple
electricity? Is there pressure for people to keep up with the latest technological
information, ideas, content on familiar trends leading to a huge number of unwanted, non-biodegradable For differentiation
opinions and topics from what strategies, please refer
technological gadgets? Are there a lot of unwanted used car parts such as old
feelings intelligibly they read and hear tyres? Do pupils think that the products described in the text would be to the provided list of
on familiar topics differentiation strategies
appropriate / popular in Malaysia?
and select appropriate
strategy/strategies
Allow pupils time to discuss their ideas with their talk partner(s) before
based on the needs of
collecting responses. Activity E focuses on the complementary skill. Ask pupils
the pupils.
if they have heard about or read about any other eco-friendly products in a
magazine or on the internet. Tell pupils to describe the product and explain
why it is eco-friendly. Can they think of any eco-friendly products that are
already popular in Malaysia?
Pupils can complete Activity D as homework.
Post-lesson
Choose a post-lesson activity that summarises the learning achieved in the
lesson.

WEEK:__ LESSON 89 (Language Awareness 14) MAIN SKILL(S) FOCUS: Language Awareness THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: modal verbs + have
Sustainability + past participle

LEARNING OUTLINE
Pre-lesson Full Blast plus 4 For differentiation strategies,
This is a This is a grammar- Play a game to review vocabulary from the previous lesson. Include Student’s Book, pp105- please refer to the provided
grammar-focused focused lesson so the words from Activity D. Alternatively, choose another appropriate 106 list of differentiation strategies
lesson so listening, speaking, pre-lesson activity that better suits pupils’ needs/interests and will Teacher’s Book, and select appropriate
listening, reading and writing prepare the pupils for this lesson. pp105-106 strategy/strategies based on
speaking, reading skills are not the needs of the pupils.
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar activity. This grammar
covered. activity presents modal verbs and have + past participle. See the
their ideas for 1-7 with their talk partner(s) before collecting
responses.

to practise modal verbs / have + past participle further or use the
Vocabulary activity presenting collective nouns and revising phrasal
verbs with ‘up’ or ‘down’.
Post-lesson
Ask pupils to review their learning in this lesson by getting them to
write down sentences of their own using different modal verbs.
When ready, collect examples. Alternatively, choose another
appropriate post-lesson activity that better suits pupils’
needs/interests and will check pupils’ understanding of the grammar
and/or vocabulary from the lesson.

WEEK:__ LESSON 90 (Listening 14) MAIN SKILL(S) FOCUS: Listening THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: facts and statistics
Sustainability

LEARNING OUTLINE
Main Skill Main Skill Ask pupils to review their learning from the previous lesson by getting them Student’s Book, pupils to achieve the main
to think of sentences using modal verbs. When ready, collect the examples. p106 task, give pupils a list of
Listening 1.3 Listening 1.3.1 Alternatively, choose another appropriate pre-lesson activity that better Teacher’s Book, features some present in the
Recognise Recognise with suits pupils’ needs/interests and will activate learner’s prior knowledge of p106 audio text, some not. Ask
features of support typical this lesson’s activities. pupils to tick the features that
spoken genres on features at word, they think can hear are
familiar topics sentence and text Lesson delivery present in the audio text.
levels of a range of This lesson focuses on the listening activities. The listening activity
spoken genres activates pupils’ prior knowledge of environmental issues. See the Support can be given to less
Teacher’s Book for detailed guidance. In order to meet the main skill, add a proficient pupils during the
new stage after Activity B. Ask pupils to listen to the radio programme speaking activity, depending
Complementary Complementary again and make a list of typical features of a radio programme like this with on their needs.
Skill Skill a regular host and guest, i.e. the host asking questions, discourse markers
or conversation fillers, an agreement or reaction to the previous speaker’s For additional differentiation
Speaking 2.2 Speaking 2.2.1 statement before moving on to a new topic, a semi-formal register. Allow strategies, please refer to the
Use register Use formal and pupils time to discuss their ideas with their talk partner(s) before collecting provided list of differentiation
appropriately informal registers responses. strategies and select
appropriately in appropriate strategy
most familiar In order to focus on the complementary skill, ask pupils to think about the /strategies based on the
contexts eco-quiz and the topics it raised, i.e. plastic, oil spills, population growth, needs of the pupils.
clean water. Can they list any other topics commonly associated with
having a negative impact on the environment? Which problems do they
think are the worse? Have they heard or read about any of the possible
future solutions (i.e. scientists have developed a natural, bio-degradable
plastic). Ask the questions from the ‘optional post-listening activity’ in the
Teacher’s Book and initiate a class discussion about environmental issues.
Post-lesson
Choose a post-lesson activity that summarises the learning achieved in the
lesson.

WEEK:__
LESSON 91 (Speaking 14) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: comparing and
Sustainability contrasting; words and phrases describing urban and
rural settings

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 If necessary, pupils can be
Main Skill Main Skill With books closed, activate prior knowledge in this lesson by asking Student’s Book, given Vocabulary Activities A
pupils to work with a talk partner to discuss all the advantages and p107 and B to finish for homework.
Speaking 2.2 Speaking 2.2.1 disadvantages of living in an urban area compared to living in a rural Teacher’s Book,
Use register Use formal and area. When ready, collect responses. p107 For the debate, make up
appropriately informal registers groups of pupils of similar
appropriately in Lesson delivery ability i.e. more proficient
most familiar This lesson focuses on the speaking activity and vocabulary pupils grouped together,
contexts activity. See the Teacher’s Book for detailed guidance. In order to meet average proficiency pupils
the main skill, add another stage after Activities A and B. Quickly brain grouped together and less-
storm the main types of urban pollution (i.e. air, noise, light, waste or proficient pupils. Support can
Complementary Complementary rubbish). Divide the class in small groups (6-8) and tell pupils they are be given to less proficient
Skill Skill going to hold a public debate. Half the group will represent the local groups by staying with their
residents of a polluted city. The other half will represent the local debate and modelling
Reading 3.1 Reading 3.1.3 government. The local people put forward measures that they would appropriate questions and
Understand a Guess the meaning like to see put into place, the government representatives either agree responses.
variety of texts by of unfamiliar words or disagree giving reasons for their answers (i.e. too expensive, too
using a range of from clues provided impractical, would affect businesses) For additional differentiation
appropriate by other words and Tell pupils they should use a formal register and remind them of the strategies, please refer to the
reading strategies by context on a words and phrases they used to agree or disagree in the previous provided list of differentiation
to construct wide range of Speaking lesson. Allow pupils a few minutes to discuss their ideas strategies and select
meaning familiar topics before carrying out the debate. appropriate strategy
In order to focus on the complementary skill complete Activities A and B needs of the pupils.
of the vocabulary activity. (p106)
Give pupils homework for the next lesson (lesson 92 Writing), Activities
B and C. This way pupils can do the majority of reading activities at
home so that you can use class time to focus on writing.
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new words
or expression that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a whole
class.

WEEK:__ LESSON 92 (Writing 14) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment
TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: language expressing
Sustainability opinions and giving justification, describing settings

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Fast finishers can
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a talk Student’s Book, complete their final drafts
partner to discuss the questions in Activity A. When ready collect pupils’ pp108-109 in class.
Writing 4.1 Writing 4.1.3 responses. Teacher’s Book,
Communicate Explain the main pp108-109 Support less proficient
intelligibly through points of an idea or Lesson delivery pupils write their first
print and digital argument This lesson focuses on Activities D and E (B and C would have been drafts by helping them
media on familiar given as homework at the end of lesson 91). See the Teacher’s Book for formulate ideas for the
topics detailed guidance. Allow pupils some time to discuss their answers to opening, middle and
Activities B and C with a talk partner(s). Place those who have not completed closing paragraph.
Complementary Complementary their homework with those who have so they can catch up with everyone Monitor first drafts
Skill Skill else. Tell pupils that they need to be able to justify their opinions / answers carefully to make sure an
with evidence from the texts. Go through Activity B and C to check answers. appropriate formal style is
Speaking 2.1 Speaking 2.1.4 used.
Communicate Explain and justify Go to Activity D. Allow pupils to work in pairs or small groups. Give pupils
information, ideas, own point of view time to fully discuss and justify their ideas with their talk partner(s) before For additional
opinions and collecting responses for a short class discussion. Go through the Plan and differentiation strategies,
feelings intelligibly TIP box and check for comprehension. Ask pupils to think about the main please refer to the
on familiar topics points of their formal letters and how they are going to express their opinions. provided list of
Ensure that pupils complete at least a rough draft of their letters during the differentiation strategies
lesson. Go around and give support where needed. Pupils can revise their and select appropriate
letters at home. Give personalised feedback on pupils’ letters before the next strategy /strategies based
writing lesson if possible. on the needs of the pupils.
Activity E focuses on the main skill Activity D focuses on the complementary

skill.
Post-lesson
Choose a post-lesson activity that summarises the topics and / or the
learning achieved in this unit.

select

LEARNING OUTLINE

select

LEARNING OUTLINE
Action 5.2 Action 5.2.1 Teachers should ensure that their lesson covers the Literature in and select appropriate
Analyse and Evaluate and Action content and learning standard specified for this lesson. strategy/strategies based on
evaluate a variety explain briefly the needs of the pupils.
place

Unit 8
LESSON 95 (Reading 15) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
WEEK:__
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: expressing opinion;
Technology discussing facts; words and phrases of description,
deception

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 To support less proficient
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a talk Student’s Book, pupils ask them only to
partner to discuss the questions in Activity A. When ready, collect pupils’ pp 111-113 complete two or three gaps
Reading 3.1 Reading 3.1.3 responses. Teacher’s Book, instead of six in Activity C.
Understand a Guess the meaning pp 111-113 Organise talk partners or
variety of texts by of unfamiliar words Lesson delivery grouping so that a more
using a range of from clues provided This lesson focuses on Activities B, C, D and E. See the Teacher’s proficient pupil can help and
appropriate by other words and Book for detailed guidance. Activity B is a reading for gist activity. Allow support a less proficient
reading strategies by context on a pupils to underline unknown words but do not give their meaning at this pupils in Activity D.
to construct wide range of stage. Activity C tests pupils’ comprehension of the text.
meaning familiar topics For additional differentiation
Activity D focuses on the main skill for this lesson. Extend Activity D by strategies, please refer to the
Complementary Complementary asking pupils to work together to try to guess the meaning of the words provided list of differentiation
Skill Skill they previously underlined as well as the shaded words. When ready, strategies and select
collect responses. Ask for the words pupils have underlined and write on appropriate strategy
Speaking 2.1 Speaking 2.1.4 board. Elicit the meaning from pupils. Activity E focuses on the /strategies based on the
Communicate Explain and justify complementary skill. Allow pupils to discuss the questions with talk needs of the pupils.
information, ideas, own point of view partner(s) before opening up the discussion with the class.
opinions and
feelings intelligibly Activity E focuses on developing the complementary skill.
on familiar topics
Post-lesson
Ask pupils to identify with their talk partner(s) at least three new words or
expression that they have learned in relation to the lesson topic. When
pupils are ready, collect and share words/expressions as a whole class.

TOPIC: Image CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: the causative form
Technology and third conditional

LEARNING OUTLINE
This is a This is a grammar- Devise an activity or play a game to revise the vocabulary from the Full Blast Plus 4 please refer to the provided
grammar-focused focused lesson so previous lesson. Alternatively, choose another appropriate pre- Student’s Book, pp list of differentiation strategies
lesson so listening, speaking, lesson activity that better suits pupils’ needs/interests and will 113, 115 and select appropriate
listening, reading and writing prepare them for the grammar focus of the lesson. Teacher’s Book, pp strategy/strategies based on
speaking, reading skills are not 113, 115 the needs of the pupils.
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar activities in Unit 8.
covered. The first grammar activity focuses on the causative form. See the
their ideas with their talk partner(s) for sentences 1-6 before
collecting responses. The second grammar activity presents the
third condition to pupils. See the Teacher’s Book for detailed
guidance. Allow pupils time to discuss their ideas with their talk
partner(s) for sentences 1-6 before collecting responses.
Post-lesson
Devise a fun activity for pupils to practise the third condition. For
example create a story where someone (perhaps a pupil in class if
appropriate) has a disastrous day (i.e. its pouring with rain and
they’ve forgotten their umbrella, they’re late, they trip over running
for the bus and miss it, a car goes past and splashes water all over
them, they have to walk to school so they’re very late and miss half
their English exam so get a terrible mark, etc). Then ask pupils to
make sentences about the story. For example: If Aidan had got up
earlier, he wouldn’t have needed to run for the bus. When ready,
collect responses.

TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
to describe people, appearance and attire

LEARNING OUTLINE
Main Skill Main Skill Play a game to revise the Third condition from the previous lesson i.e. Student’s Book, pupils, pause the listening
write on the board three opening clauses and ask pupils to think of p115 track at selected intervals to
Listening 1.1 Listening 1.1.6 appropriate endings . Alternatively, choose another appropriate pre- Teacher’s Book, allow thinking time.
Understand Understand lesson activity that better suits pupils’ needs/interests and will prepare p115 and CD Alternatively, read and pause
meaning in a independently them for the lesson. at specific intervals from the
variety of familiar longer simple audio script in the Teacher’s
contexts narratives on a wide Lesson delivery Book if it helps less proficient
range of familiar This lesson focuses on the listening activity. See the Teacher’s pupils to listen to your voice
topics Book for detailed guidance. The matching listening activity focuses on rather than that of a native
achieving the main skill for this lesson Allow pupils time to discuss their speaker. Play the track from
Complementary Complementary ideas with their talk partner(s) before collecting responses. Use the the CD when pupils feel more
Skill Skill ‘Optional post-listening activity’ in the Teacher’s Book in order to focus confident.
on the complementary skill. Pupils can look at the statements a – f from For additional differentiation
Speaking 2.1 Speaking 2.1.5 the listening activity in the Student’s Book to remind themselves of the strategies, please refer to the
Communicate Express and different scenarios in the listening activity. Extend this activity by asking provided list of differentiation
information, ideas, respond to feelings pupils further questions about their feelings and reactions to other strategies and select
opinions and such as similar personal situations. For example, if they have younger / older appropriate strategy
feelings intelligibly amusement, anger brothers / sisters who borrow their clothes or do pupils borrow their /strategies based on the
on familiar topics and regret brother / sister’s clothes etc. How does that make them feel / make their needs of the pupils.
older brother / sister feel? Have they ever bought an item of clothing
and never worn it. When ready, collect ideas and share as a class.
Post-lesson
Ask pupils to work with a talk partner to discuss popular celebrities in
Malaysia. Who do they think are the most beautiful / handsome male or
female celebrities. What is it about the celebrity’s appearance that
makes them so appealing? Would the same celebrities be considered
attractive to the pupil’s parents’ generation?

TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage angst

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4 Fast finishers can write more
Main Skill Main Skill Activate prior knowledge in this lesson by writing ‘angry’, ‘sad’ and ‘amused’ Student’s Book, problems to the agony aunt
on the board and asking pupils to work in pairs to list all the synonyms for p116 and swap with other fast
Speaking 2.1 Speaking 2.1.5 these words they can think of. When ready, collect responses and make a Teacher’s Book, finishers to write a solution to
Communicate Express and class list. p116 their problem.
information, ideas, respond to Support can be given to less-
opinions and feelings such as Lesson delivery proficient pupils by helping
feelings intelligibly amusement, anger This lesson focuses on the speaking activity. See the Teacher’s Book for them to use the words /
on familiar topics and regret detailed guidance. phrases in the boxes
The speaking activity focuses on developing the main skill for this lesson. appropriately. You could
Add a stage to the Role Play activity where student A describes how they choose a more proficient
Complementary feel about their problem (i.e. wretched, overwhelmed, insecure) and student pupil to model a conversation
Skill Complementary B responds to this (i.e. by giving reassurance). Teachers can create different with you at the front of the
Skill scenarios to the three given in the Student’s Book that better suits their class.
Writing 4.1 pupils’ needs/interests if necessary. Monitor the class carefully as
Communicate Writing 4.1.4 they write their problems and
In order to meet the complementary skill, ask pupils if they know what an
intelligibly through Express and then respond by offering
print and digital respond to ‘agony aunt’ is. Explain that an agony aunt usually has an advice column in solutions to make sure that
media on familiar opinions and a magazine. Readers write in to the agony aunt with a problem they have. pupils are sensitive to each
topics common feelings The agony aunt writes a solution to the reader’s problem. Both problem and other ideas. Model
solution are printed in the magazine.
such as appropriate language and
amusement, anger Ask pupils to work in pairs and write a short letter to an agony aunt structures where necessary.
and regret describing their problem and how they feel about it. For example: I am so
frustrated because my little sister is always borrowing my clothes to wear For additional differentiation
without asking my permission. strategies, please refer to the
When ready, ask pupils to swap the problems with another pair. Now they provided list of differentiation
take on the role of the agony aunt. Tell pupils to respond sympathetically to strategies and select
the readers problem and then to write a solution to the problem. For appropriate strategy
example, I’m so sorry to hear about the problems you are having with your /strategies based on the
sister. Maybe you should speak to your sister and let her know how you feel needs of the pupils.
about her borrowing your clothes.

Give pupils homework for the next lesson (lesson 99 Writing), Activity B and
C. This way pupils can do the majority of reading activities at home so that
you can use class time to focus on writing.
Post-lesson
Choose some of the problems and solutions to share with the class. Ask the
class if they would give the same advice or offer a different solution.

WEEK:__
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage
angst

LEARNING OUTLINE
Main Skill Main Skill Prepare an activity using role-play to revise giving and receiving advice Student’s Book, proficient pupils during the
i.e. pupil A describes their problem (for example: ‘I’m always tired in p 117 writing activity, depending on
Writing 4.1 Writing 4.1.4 lessons’) Pupil B gives advice (for example: you should go to bed earlier.) Teacher’s Book, their needs. For example, by
Communicate Express and p117 providing vocabulary or
intelligibly through respond to opinions Lesson delivery model sentence constructions
print and digital and common This lesson focuses on Activities A and D (and B and C which have to help the pupil produce
media on familiar feelings such as been given as homework at the end of lesson 98). See the Teacher’s sentences. Encourage them
topics amusement, anger Book for detailed guidance. Give pupils a couple of minutes to discuss to use the language offered in
and regret the questions in Activity A. Remind pupils of the problems they wrote to the PLAN and allow them to
an agony aunt in the previous lesson. Allow pupils some time to discuss write three shorter
Complementary Complementary their answers to Activities B and C with a talk partner(s). Place those who paragraphs.
Skill Skill have not completed their homework with those who have so they can
catch up with everyone else. Tell pupils that they need to be able to justify For additional differentiation
Speaking 2.1 Speaking 2.1.4 their opinions / answers with evidence from the texts. Go through Activity strategies, please refer to the
Communicate Explain and justify B and C to check answers. provided list of differentiation
information, ideas, own point of view strategies and select
opinions and Go to Activity D. Give pupils time to read Afan’s letter expressing his appropriate strategy
feelings intelligibly problem and how he feels about it, and ask pupils to discuss what advice /strategies based on the
on familiar topics they would give with their talk partner(s). Go through the Plan and TIP needs of the pupils.
box and check for comprehension. Ask pupils to think about the main
points of their letters and how they are going to advise Andy. Ensure that
pupils complete at least a rough draft of their letters during the lesson. Go
around and give support where needed. Pupils can revise their letters at
home if they run out of time during the lesson. Give personalised
feedback on pupils’ letters before the next writing lesson if possible.
Activity D focuses on developing the main skill in this lesson. Activities A,

B and C focus on developing the complementary skill.
Post-lesson
Read out any finished letters of advice to share with the class. Ask pupils
if they think the advice is helpful.

LESSON 100 (Revision 15) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
WEEK:__
select

LEARNING OUTLINE

WEEK:__ LESSON 101 (Reading 16) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: talking about
purpose; words and phrases used to describe artwork.

LEARNING OUTLINE
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to discuss Full Blast Plus 4 proficient pupils, depending
the questions in Activity A with their talk partner(s). When ready, Student’s Book, pp on their needs. For example,
Reading 3.1 Reading 3.1.2 collect responses. 118-119 by providing vocabulary or
Understand a Understand specific Teacher’s Book, pp model sentence constructions
variety of texts by details and Lesson delivery 118-119 to help the pupil produce
using a range of information in This lesson focuses on Activities B, C, and D. sentences.
appropriate extended texts on a See the Teacher’s Book for detailed guidance. Note that Activity B
reading strategies wide range of involves reading for gist and helps pupils to complete the next For additional differentiation
to construct familiar topics activity. Activity C consolidates pupils’ comprehension of the text. strategies, please refer to the
meaning For Activity D pupils have to guess the meaning of unfamiliar words provided list of differentiation
from clues provided by other words and the context. Allow pupils strategies and select
Complementary Complementary time to discuss their ideas with their talk partner(s) before collecting appropriate strategy
Skill Skill responses. /strategies based on the
Reading 3.1 Reading 3.1.3 Activities B and C focus on developing the main skills
Understand a Guess the meaning Activity D focuses on developing the complementary skill.
variety of texts by of unfamiliar words
using a range of from clues provided Post-lesson
appropriate by other words and Pupils can answer the questions in Activity E. Also, ask pupils to
reading strategies by context on a discuss the advantages and disadvantages of having art work
to construct wide range of displayed for the public in popular open spaces like shopping
meaning familiar topics centres. When ready, collect responses and open up to a class
discussion.

TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: wish / if only

LEARNING OUTLINE
Pre-lesson Full Blast Plus 4
Devise an activity or play a game to revise the vocabulary from the Student’s Book, p119 For differentiation strategies,
This is a This is a grammar- previous lesson. Alternatively, choose another appropriate pre- Teacher’s Book, p119 please refer to the provided
grammar-focused focused lesson so lesson activity that better suits pupils’ needs/interests and will list of differentiation strategies
lesson so listening, speaking, prepare them for the grammar focus of the lesson. and select appropriate
listening, reading and writing strategy/strategies based on
speaking, reading skills are not Lesson delivery the needs of the pupils.
and writing skills explicitly covered. This lesson focuses on the grammar activity. See the Teacher’s
are not explicitly Book for detailed guidance. Allow pupils time to discuss their ideas
covered. for sentences 1-5 with their talk partner(s) before collecting
responses. Devise some more activities to practise I wish / if only
that are fun. For example, if appropriate, remind pupils of the story
you created in the previous post-lesson Language Awareness
(lesson 96 LA 15). Use the same story or create another one (about
(an)other pupil(s) in the class, if appropriate). Then ask pupils to
make up ‘wish / if only’ sentences relating to the story. For example,
if only Aiden’s alarm clock had gone off on time / if only Aiden hadn’t
tripped running for the bus / Aiden wished he lived closer to the
school.
Post-lesson
Ask pupils to think of three things they would change about their
past if they could and make up sentences about those things using ‘I
wish’ or ‘if only’. For example, I wish I had learnt to play the piano / If
only I hadn’t volunteered to help my brother with his homework.
When ready, collect pupils’ responses to share with the class.

TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: talking about
purpose; words and phrases used to describe artwork

LEARNING OUTLINE
Main Skill Main Skill Revise the grammar from the previous lesson by asking pupils to Full Blast Plus 4 pupils, pause the listening
make one sentence with ‘wish’ and one sentence with ‘if only’. When Student’s Book, p120 track at selected intervals to
Listening 1.1 Listening 1.1.3 ready, collect responses. Teacher’s Book, p120 allow thinking time.
Understand Recognise and CD Alternatively, read and pause
meaning in a independently Lesson delivery at specific intervals from the
variety of familiar attitudes or opinions This lesson focuses on the listening activity. See the Teacher’s audio script in the Teacher’s
contexts in extended texts on Book for detailed guidance. The listening activity (questions 1-6) Book if it helps less proficient
a wide range of focuses on the main skill and the complementary skill. Activate prior pupils to listen to your voice
familiar topics knowledge by asking pupils if they have visited art galleries before rather than that of a native
and whether they enjoyed the experience or not. Ask if some art speaker. Play the track from
Complementary Complementary work is easier or more enjoyable to look at than others? Why? Why the CD when pupils feel more
Skill Skill not? Introduce the listening – a dialogue between two people visiting confident.
an art gallery. Allow pupils time to discuss their ideas with their talk
Listening 1.1 Listening 1.1.2 partner(s) before collecting responses.
Understand Understand Additional lesson activities may be required such as: selecting any
meaning in a independently listening activities from pages 132-135 of the Student’s Book, using
variety of familiar specific information the recording from the Reading Lesson covered previously in the
contexts and details in lesson sequence; using the post-listening activity suggested in the
extended texts on a Teacher’s Book.
wide range of
familiar topics
Post-lesson
Choose a post-lesson activity that summarises the learning
achieved in the lesson.

WEEK:__
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting different forms of art; words and phrases
used to describe artwork

LEARNING OUTLINE
Pre-lesson Some of the language
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils if they have a Full Blast Plus 4 needed to describe the
favourite artist or a favourite piece of art – either an artwork by a Student’s Book, different forms of art could be
Speaking 2.4 Speaking 2.4.1 famous artist or something that is displayed in their home (perhaps by pp120-121 particularly challenging. Help
Communicate Summarise the a local artist or a relative) Ask pupils to describe the artwork or the Teacher’s Book, groups of less-proficient
appropriately to a main points of a style of the work (if a famous artist) to talk partner(s). When ready, pp 120-121 pupils by helping them use
small or large story, text or plot ask some pupils to share their ideas with the class. the vocabulary in the box to
group on familiar formulate their ideas by giving
topics Lesson delivery them model sentences
This lesson focuses on the speaking and listening activities. The describing the activity and art
Complementary Complementary speaking activity focuses on developing the main skill. See the works being created in each
Skill Skill Teacher’s Book for detailed guidance. Activity A gives pupils the picture. To support less
opportunity to talk about different forms of art. Before initiating a short proficient pupils complete the
Listening 1.1 Listening 1.1.2 discussion in Activity A, allow pupils time to discuss their ideas with speaking activity by
Understand Understand their talk partner(s). Activity B gives pupils further practice comparing summarising ideas, allow
meaning in a independently and contrasting different types of artists. In order to meet the main them to make note of any
variety of familiar specific information skill, add a new stage to this activity. Once pupils have discussed the crucial words that will help
contexts and details in three artists in detail using the list of ideas, ask pupils to swap them in their descriptions.
extended texts on a partners and take turns with their new partner to summarise the main
wide range of ideas about each artist from their previous discussion. Finally choose For additional differentiation
familiar topics some pairs to report their ideas to the class. The listening activity strategies, please refer to the
focuses on the complementary skill. provided list of differentiation
Give pupils homework for the next lesson (lesson 105 Writing), activity appropriate strategy
B, C and D. This way pupils can do the majority of reading activities at /strategies based on the
home so that you can use class time to focus on writing. needs of the pupils.
Post-lesson
Ask pupils what is their favourite colour? Why? Give pupils time to
discuss their ideas with their talk partner(s).before collecting
responses and initiating a short class discussion. Alternatively,
Choose another post-lesson activity that summarises the learning
achieved in the lesson.

WEEK:__
TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: making suggestions
and recommendations; vocabulary associated with
report writing

LEARNING OUTLINE
Pre-lesson Monitor pupils as they
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to discuss the Full Blast Plus 4 complete the writing activities
questions in Activity A. When ready, collect responses. Student’s Book, and offer support where
Writing 4.2 Writing 4.2.4 pp 122-123 needed. Some pupils may
Communicate Use formal and Lesson delivery Teacher’s Book, find Activity E forming
with appropriate informal registers This lesson focuses on Activities E, F and G (and B, C and D have pp 122-123 sentences in the passive form
language, form appropriate to the been given as homework at the end of lesson 104). See the Teacher’s particularly challenging.
and style target audience in Book for detailed guidance. Allow pupils some time to discuss their Support pupils by rewriting
most familiar answers to Activities B, C and D with talk partner(s). Place those who the report but leaving the verb
situations have not completed their homework with those who have so they can forms for pupils to complete
catch up with everyone else. Tell pupils that in Activity C and D they need in the passive form. There
Complementary Complementary to explain some of the content to justify their answers. Go through Activity could be written somewhere
Skill Skill B, C and D answers as a whole class. for pupils to choose the
Go to Activity E. Allow pupils to work in groups of four. Ask one pair to correct form to fill the gaps.
Speaking 2.1 Speaking 2.1.1 complete 1, 3 and 5. Ask the other pair to do 2, 4 and 5. Give the groups
Communicate Explain simple time to discuss their answers before collecting responses as a class. Go For additional differentiation
information, ideas, content on familiar to Activity F. Read the scenario as a class. Give pupils time to discuss strategies, please refer to the
opinions and topics from what and justify their ideas with their talk partner(s). Go through the Plan and provided list of differentiation
feelings intelligibly they read and hear TIP box and check for comprehension. Ask pupils to think about the main strategies and select
on familiar topics points of their reports and how they are going to present their ideas. appropriate strategy
Ensure that pupils complete at least a rough draft of their report during /strategies based on the
the lesson. Go around and give support where needed. Pupils can revise needs of the pupils.
their reports at home. Give personalised feedback on pupils’ reports
before the next writing lesson if possible. As report writing comes late
in the textbook, you may
Note that you can assign Activity E as homework if pupils need more time need to plan some revision
to produce a rough copy of their report in Activity G time lessons to work again on
Activity B, C and D focus on developing the complementary skill. Activity report writing with all pupils.
E, F and G focus on developing the main skill.
Post-lesson
Choose a post-lesson activity that summarises the topics and / or the
learning achieved in this unit.

select

LEARNING OUTLINE

select

LEARNING OUTLINE
Action 5.3 Action 5.3.1 Action content and learning standard specified for this lesson. and select appropriate
Express an Respond strategy/strategies based on
imaginative imaginatively and the needs of the pupils.
response to intelligibly through
literary texts writing scripts and
creating props for a
short play
Other imaginative
responses as
appropriate

select

LEARNING OUTLINE
Action Action Action content and learning standard specified for this lesson. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts writing scripts and
creating props for a
short play
Other imaginative
responses as
appropriate

SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK BASED LESSON
WEEK:__ LESSON 109-110 (End-of-Year Revision 1&2) MAIN SKILL(S) FOCUS: Revision THEME: Teacher to select
select

LEARNING OUTLINE
This is a revision This is a revision Teachers will need to develop their own lesson based on the needs Teacher to select from For differentiation strategies,
lesson so several lesson so several of their pupils. Full Blast Plus 4 or please refer to the provided list
skills will be skills will be There are some revision materials at the end of the Student’s Book. other resources of differentiation strategies and
covered covered select appropriate
strategy/strategies based on
the needs of the pupils.

WEEK:__
LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Project-Based Learning THEME: Teacher to select
& 2)
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

LEARNING OUTLINE
Teachers to select Teachers to select Teachers will need to develop their own lessons based on Teacher to select their For differentiation strategies,
an appropriate an appropriate main topic/themes and resources that they select. Ideas for projects own materials please refer to the provided
main skill and skill and should be based on the needs and interests of the pupils. list of differentiation strategies

6. Appendix 1: Learning Standards mapping
The mapping table lists all 112 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.
Lesson Skill Unit Main Complementary

Unit 1
1 R1 1a 3.1.1 2.1.4
2 LA1 1a N/A N/A
3 L1 1a 1.1.1 2.1.1
4 S1 1a 2.1.1 1.1.5
5 W1 1a 4.2.3 4.2.2
6 Revision 1 N/A N/A N/A
7 R2 1b 3.1.3 2.3.1
8 LA2 1b N/A N/A
9 L2 1b 1.1.2 2.1.4
10 S2 1b 2.1.3 4.1.5
11 W2 1b 4.2.4 3.1.5
13 LiA1 N/A 5.1.1 N/A
Unit 2
14 R3 2a 3.1.1 2.1.4
15 LA3 2a N/A N/A
16 L3 2a 1.1.2 2.1.1
17 S3 2a 2.1.4 1.1.5
18 W3 2a 4.2.3 3.1.2
20 R4 2b 3.1.2 2.4.1
21 LA4 2b N/A N/A
22 L4 2b 1.1.1 2.1.4
23 S4 2b 2.1.2 4.1.4
24 W4 2b 4.1.5 3.1.6
26 LiA2 N/A 5.1.1 N/A
Unit 3
27 R5 3a 3.1.2 2.1.4
28 LA5 3a N/A N/A
29 L5 3a 1.1.1 2.1.1
30 S5 3a 2.1.3 3.1.4
31 W5 3a 4.2.2 2.3.1
33 R6 3b 3.1.6 3.1.3
34 LA6 3b N/A N/A
35 L6 3b 1.1.2 2.1.4

36 S6 3b 2.1.4 4.1.3
37 W6 3b 4.2.3 4.2.4
39 LiA3 N/A 5.1.2 N/A
Unit 4
40 R7 4a 3.1.2 2.1.1
41 LA7 4a N/A N/A
42 L7 4a 1.1.3 2.1.4
43 S7 4a 2.3.1 3.1.4
44 W7 4a 4.1.4 3.1.2
46 R8 4b 3.2.1 2.1.4
47 LA8 4b N/A N/A
48 L8 4b 1.1.5 2.1.4
49 S8 4b 2.1.2 1.1.2
50 W8 4b 4.1.5 3.1.6
52 LiA4 N/A 5.1.2 N/A
53 LiA5 N/A 5.1.2 N/A
54 Mid-year revision 1 N/A N/A N/A
55 Mid-year revision 2 N/A N/A N/A
Unit 5
56 R9 5a 3.1.2 2.1.4
57 LA9 5a N/A N/A
58 L9 5a 1.1.5 2.4.1
59 S9 5a 2.1.5 4.1.4
60 W9 5a 4.1.2 3.1.5
62 R10 5b 3.1.5 2.1.5
63 LA10 5b N/A N/A
64 L10 5b 1.3.1 2.4.1
65 S10 5b 2.3.1 1.1.2
66 W10 5b 4.1.1 3.1.1
68 LiA6 N/A 5.2.1 N/A
Unit 6
69 R11 6a 3.1.5 2.1.4
70 LA11 6a N/A N/A
71 L11 6a 1.2.1 2.1.1
72 S11 6a 2.1.1 4.2.1
73 W11 6a 4.2.1 2.1.3
75 R12 6b 3.1.4 2.1.1
76 LA12 6b N/A N/A
77 L12 6b 1.2.1 3.1.4
78 S12 6b 2.4.1 1.1.2
79 W12 6b 4.1.3 2.1.4
81 LiA7 N/A 5.2.1 N/A
Unit 7
82 R13 7a 3.1.3 3.1.1
83 LA13 7a N/A N/A
84 L13 7a 1.1.6 2.2.1
85 S13 7a 2.2.1 4.2.2
86 W13 7a 4.1.3 3.1.6
88 R14 7b 3.2.1 2.1.1
89 LA14 7b N/A N/A
90 L14 7b 1.3.1 2.2.1
91 S14 7b 2.2.1 3.1.3
92 W14 7b 4.1.3 2.1.4
94 LiA8 N/A 5.2.1 N/A
Unit 8
95 R15 8a 3.1.3 2.1.4
96 LA15 8a N/A N/A
97 L15 8a 1.1.6 2.1.5
98 S15 8a 2.1.5 4.1.4
99 W15 8a 4.1.4 2.1.4
101 R16 8b 3.1.2 3.1.3
102 LA16 8b N/A N/A
103 L16 8b 1.1.3 1.1.2
104 S16 8b 2.4.1 1.1.2
105 W16 8b 4.2.4 2.1.1
107 LiA9 N/A 5.3.1 N/A
108 LiA10 N/A 5.3.1 N/A
109 End-of-year revision 1 N/A N/A N/A
110 End-of-year revision 2 N/A N/A N/A
111 PBL1 N/A N/A N/A
112 PBL2 N/A N/A N/A

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

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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH MENENGAH

Secondary Form 4 Scheme of Work 3

1. Content and organisation of the Scheme of Work

3. Differentiation strategies for secondary pupils

4. Glossary of terms in the Form 4 Curriculum Framework

5. Scheme of Work (Lessons 1 – 112)

Secondary Form 4 Scheme of Work 5

The Scheme of Work consists of the following two types of lesson:

How are the Secondary Form 4 Scheme of Work lessons organised?

Secondary Form 4 Scheme of Work 6

Teachers should note the following:

Secondary Form 4 Scheme of Work 8

2. Main Skill Focus

 People and Culture

Secondary Form 4 Scheme of Work 9

7. Content Standards and Learning Standards

8. Main Skill and Complementary Skill

Secondary Form 4 Scheme of Work 10

Secondary Form 4 Scheme of Work 11

10. Materials / References

11. Differentiation Strategies

Secondary Form 4 Scheme of Work 12

Strategy 1: Differentiate by instruction and feedback

Secondary Form 4 Scheme of Work 13

Secondary Form 4 Scheme of Work 14

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

Strategy 4: Differentiate by the outcome expected from pupils

Secondary Form 4 Scheme of Work 15

Strategy 5: Differentiate by the time pupils are given to complete a task.

Strategy 6: Differentiate by supporting individual learning preferences and needs

Secondary Form 4 Scheme of Work 16

Strategy 7: Differentiate by the types of question asked

Strategy 8: Differentiate by the feedback given

Secondary Form 4 Scheme of Work 17

Secondary Form 4 Scheme of Work 18

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

Secondary Form 4 Scheme of Work 19

Secondary Form 4 Scheme of Work 20

Listening 1.1.6 longer simple narratives

Listening 1.3.1 with support

a range of spoken genres

Secondary Form 4 Scheme of Work 21

Any written or spoken text suitable for B1 Mid level.

Speaking 2.1.2 ask about

actions, events or simple processes

Secondary Form 4 Scheme of Work 22

Speaking Content Standard 2.2 Focus appropriately

most familiar contexts

Secondary Form 4 Scheme of Work 23

Reading 3.1.6 genres

Secondary Form 4 Scheme of Work 24

Writing 4.2.3 extended plan or draft

Produce an extended plan or A text of four or more paragraphs.

modify this appropriately independently

Secondary Form 4 Scheme of Work 25

Secondary Form 4 Scheme of Work 26

CONTENT LEARNING MATERIALS / DIFFERENTIATION