Page 15 - SoW Form 4

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.

Secondary Form 4 Scheme of Work 8