Exemplar Scheme of Work

Key Stage 3                  S2             ______ Term 20xx-xx

The following table suggests a sequence of tasks and exercises in teaching the module “Cultures of the World”. Teachers may need to supplement other teaching and practice activities as appropriate. They may choose to use some instead of all tasks for their learners.

Lesson	Task/Activity	
1-3	Task 1 Part 1
Pre-task activities
�h	Learners have previously been shown a pamphlet. They have been given a week to collect samples of pamphlets in English. Together, they discover the main features and functions of a “pamphlet”.
�h	Explore with learners the idea of a theme park and the stalls in each section.
�h	Solicit from learners their knowledge about Japan/Japanese lifestyle.
Read the pamphlet on “Eye on the World”.
�h	Learners guess the meaning of words e.g. mount, parade, sushi, fugu, sac, kimonos.
�h	Learners work in groups to complete the task.
Post-task activities
�h	Teach and practise the use of imperatives e.g. Take a photo in a superman outfit. Don’t miss our food stall.
�h	Revisit the structure “There are…”
�h	Learners find out about the nationalities of people from different countries, the languages spoken and the currencies used.	
4	Task 1 Part 2
Pre-task activities
�h	Learners brainstorm about the possible aspects/items they will come across in this section on USA.
Listen to the tape.
�h	Play the tape first as a whole and then in parts as learners complete the questions, possibly using the pictures as visual support. Learners write down the words/phrases they are not too sure about.
�h	Check answers with learners.
�h	Learners read the tapescript to identify difficult words/phrases.	
5-6	Task 1 Part 3
Pre-task activity
�h	Highlight language patterns and vocabulary from the earlier tasks which will be useful for this task.
Read the tapescript aloud with or without the audiotape. Notice how the tourist guide presents the sections, e.g. On your left is the Food Stall.
Completing the task
�h	Learners are given time to prepare their presentations, either as a group or individually.
�h	More able learners can attempt the task on Scotland.
�h	Record learners’ performance and encourage the class to give feedback.	
7-10	Task 2 Part 1
Pre-task activities
�h	Solicit background knowledge/views from students on schooling.
Letter from Taro/Miyoko
�h	Ask learners to read the first letter and note 5 things that Taro/Miyoko does.
�h	Ask learners to pick out all the verbs in simple present tense from the letter and hypothesize their uses.
�h	Revisit and practise the simple present tense.
Letter from Chris
Pre-task activities
�h	Introduce the idea of boarding school and make use of the setting to revisit and practise the use of modals - can, can’t, must e.g. “We can’t leave the school during the week.”
�h	Teach and practise the use of phrasal verbs – take off, put on, look after.
Learners complete Task 2 Part 1 Worksheet (1) or (2)
�h	Graded exercises are given according to ability.
�h	Solicit answers from class. 	
11-12	Task 2 Part 2: Discussion
Pre-task activities
�h	Practise useful language items:
e.g. I would like to study in a boarding school because I want to be independent. /I prefer to stay in Hong Kong so that I can be with my parents.
Learners in groups carry out the discussions.
�h	Solicit views and opinions from the different groups and note main points on the blackboard. Summarize main views.	
13-14	Task 2 Part 3 “Write a reply to your pen-pal.”
Preparation:
�h	Brainstorm significant points to include, their sequencing and organization.
�h	Use the simple present tense to describe habitual action.
�h	Brainstorm about adjectives to describe feelings e.g. excited, worried, mixed feelings.
�h	Revisit the letter form and appropriate greetings and style.
Learners complete the writing task. 	
15-16	Task: “Where go the boats?”
Pre-reading activities
�h	Learners have been asked to study pictures of rivers displayed on the school bulletin board and discuss the questions together.
Poem: “Where go the boats?”
�h	Learners are asked to read the poem at home and look up words they don’t understand.
�h	They complete the picture according to the instructions in Question 1.
�h	In small groups, learners discuss their responses to the questions.
�h	As homework assignment, learners write 4 lines based on models. They are also encouraged to present their poem with pictures.
�h	More able learners are encouraged to write more.
�h	Teacher selects interesting pieces for the class bulletin board.
Post-task activities
�h	Teacher presents to the class more poems on the same theme.  They are displayed on the class bulletin board.	
17	Return learners’ writing tasks with comments.	
18-19	Project: Proposal for a Travelling Award
�h	Explain to learners that all the projects will be read by the whole class who will then decide which is the best proposal.
�h	Brainstorm about possible reasons for applying for the award.
�h	Study samples of proposals.
�h	Learners in groups discuss contents of proposal and division of work. They are given 3 weeks to complete the project and then one week to read all the projects.	
20
(4 weeks later)	Class votes on which is the best project. Ask students to support their choice with reasons.