Exemplar Scheme of Work

	Key Stage 4		S4		______ Term 20xx-xx

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

Lesson	Task/Activity	
1	Through Students’ Eyes, Task 1 Part 1
Pre-task activities
�h	Using examples from Hong Kong, Japan, etc., explain what bullying means. 
�h	Ask learners what they should do if they are bullied.
�h	Divide the class into two groups. Assign the weaker learners to Group A and the stronger learners to Group B. Group A learners will assume the role of a new student of a school while Group B learners will assume the role of a peer counsellor.
Read the headings
�h	Learners work in groups to read the headings and complete the prediction reading task.
Post-task activity
�h	Go through headings which are not relevant to learners’ purposes. Get learners to guess what expectations the headings set up in the readers.	
2-3	Through Students’ Eyes, Task 1 Part 2
Pre-task activities
„h	Discuss features and functions of a “survey report” with learners.
„h	Describe how learners can locate information quickly in a timetable.
Read the notice and the information sheets
„h	Group A learners read the notice “New Students and Bullying” and correct the mistakes they can find in their notes.
„h	Group B learners look at the information given and look for answers quickly from the information sheets.
„h	Check answers with learners.	
4-6	Through Students’ Eyes, Task 1 Part 3
Pre-task activities
„h	Discuss with learners the idea of test anxiety. Ask them what they can do in order that they will not be afraid of tests and exams.
„h	Show learners how they can use a spider map to organize information.
Complete the task
„h	Learners work in groups to complete their tasks.
Post-task activity
„h	Ask learners to discuss which of the solutions described is the best solution to deal with test anxiety.	
7	Through Students’ Eyes, Task 1 Part 4
Pre-task activities
„h	Highlight language patterns from previous tasks which will be useful for this speaking task.
„h	Give learners time to study their cue cards. 
Speak in pairs
„h	Circulate as learners attempt the task in pairs.
Post-task activities
„h	Ask a few pairs of learners to do the role play again before the whole class.
„h	The class discuss the strengths and weaknesses of the performance.	
8-9	Through Students’ Eyes, Task 2 Part 1
Pre-task activities
„h	Learners find out what they have in common. In pairs, they work to think of ways of classifying their classmates, e.g. male/female, long hair/short hair, dark complexion/light complexion, interested in sport/ not interested in sport, quiet/talkative, and any other categories they can think of.
„h	In groups of four, learners compare their lists of categories. They select five categories, and put their names under any of the headings which apply to them. 
Read the poem
„h	Learners work in groups to read the poem, “Classifying”, and complete the questions.
„h	Check answers with learners.
Post-task activity
„h	Assuming that “Classifying” is an unsuitable title, learners work in groups to create their own and to justify its appropriateness.	
10-12	Through Students’ Eyes, Task 2 Part 2
Pre-task activities
„h	Discuss with learners the key features of the various text-types conducive to personal expression, e.g. stories, diary entries, letters and descriptive accounts of personal experience.
„h	Ask learners to work in pairs to recall or recreate an interesting/memorable school experience. Individual learners are called upon to give an oral account of their experiences.
Read the texts
„h	Learners work in pairs or groups to complete the reading task.
„h	In groups, learners discuss and present an interesting/memorable school experience in any written form they deem appropriate.	
13-15	Through Students’ Eyes, Task 3
Pre-task activities
„h	As a vocabulary building activity, learners are asked to name as many subjects as they can think of that are offered at school.
„h	To prepare themselves for the song, “Wonderful World”, that they are going to listen to, learners imagine they are all “A” students. Discuss with them what they want to be in future, with such an impressive academic record.
Listen to the song
„h	Learners listen to the song. They work in pairs or groups to complete the quiz aimed at testing comprehension and eliciting personal response.
„h	Individually, they rewrite the lyrics from the point of view of the female character in the song.
Post-task activity
„h	Learners act out a script they have prepared, which is based on the points of view of both the male and female characters in the song.	
16-18	Through Students’ Eyes, Task 4
Pre-task activities
„h	Show learners examples of descriptive essays. Highlight important features of this text-type.
„h	Get learners to think of a joyful/disappointing school experience based on one of the suggested topics on the worksheet or one they themselves develop. In groups, they take turns to relate orally such an experience. During the narration, members of the group ask questions to seek clarification.
Complete the task
„h	Individually, learners complete the writing task.
Post-task activity
„h	Based on the essays they have written, learners form groups to make recommendations on how school can be made even more enjoyable.	
19	Part-time Work?, Task 1 Part 1
Pre-task activities
„h	Ask learners whether they are doing any part-time work.
„h	Get learners to think about the advantages and disadvantages of working part-time.
Complete the task
„h	Activate learners’ schemata of part-time work by having them complete the task sheet.
Post-task activity
„h	Ask learners to work in groups and present their views to the whole class.	
20-21	Part-time Work?, Task 1 Part 2
Pre-task activities
„h	Highlight vocabulary which will be useful for this task, e.g. “fashion design”, “private tutor”, “tough job” and “challenging job”.
„h	Get learners to look at the task sheet and guess what the answers might be.
Listen to the extracts
„h	Play the two extracts one after the other, giving learners enough time to complete the task sheet.
„h	Solicit answers from the class.	
22-23	Part-time Work?, Task 1 Part 3
Pre-task activities
„h	Ask learners what a Career Master/Mistress does. 
„h	Brainstorm about the advantages and disadvantages of working part-time.
Listen to the speech
„h	Play the tape and ask learners to complete the notes. If learners find it difficult to do this task, play the tape again, stopping where appropriate for learners to write down their answers.
Post-task activity
„h	Discuss with learners whether they agree with the information given on the tape.	
24-26	Part-time Work?, Task 1 Part 4
Pre-task activities
„h	Show learners examples of some leaflets. Highlight important features of this text type.
Produce the leaflet
„h	Ask learners to use the information provided in the earlier parts of Task 1 to produce a leaflet to advise students on the issue of part-time work.
Post-task activity
„h	Put up learners’ products on the class bulletin board. Learners read each product in turn and vote for the best leaflet.	
27	Part-time Work?, Task 2 Part 1
Pre-task activities
„h	Learners brainstorm about the reasons why students take up part-time work. 
„h	Explore with learners the types of part-time work that students can find.
Read the cases on “Making the Right Choice”
„h	Learners form groups of four and discuss whether they should take up part-time jobs and give reasons.
„h	Learners suggest alternatives to address the needs of the 4 cases instead of them taking up part-time work.
„h	Each group selects a spokesperson to report their conclusions.
„h	Record learners’ performance.
Post-task activities
„h	Learners vote for the group with the best suggestions.
„h	Explore with learners the advantages and disadvantages of taking up part-time work.
	
28	Part-time Work?, Task 2 Part 2
Pre-task activity
„h	Highlight language patterns and vocabulary from the earlier tasks which will be useful for this task.
Read the 8 advertisements for part-time work and the choices the 4 people have made. 
„h	Learners write a letter of about 150 words to persuade one of the four people not to take up the job.	
29	Part-time Work?, Task 2 Part 3
Pre-task activity
„h	Practise useful language items:
e.g. using adverb phrases and adverb clauses, etc. to 
       justify one’s behaviour and point of view.
e.g. using modals and common expressions to ask for 
      and give advice on matters, including those related  
      to one’s studies.
In groups, learners carry out the discussions.
„h	Solicit views and opinions from the different groups and note main points on the blackboard. Summarize main views.	
30	Part-time Work?, Task 2 Part 4
Pre-task activities
„h	Brainstorm significant points to include, and discuss their sequencing and organization.
„h	Brainstorm about adjectives and verbs which describe feelings, e.g. “excited”, “disappointed”, “regret”, “mixed feelings”.
„h	Revisit the letter form and appropriate greetings and style.
Learners complete the writing task	
31-36	Project: International Student Exchange Programme
�h	Ask learners if they want to study overseas and if so, where they would like to go.
�h	Introduce learners to an international student exchange programme where they can win a scholarship to study abroad as an exchange student. 
�h	To be selected for the programme, learners have to:
a)	submit a written application 
b)	attend an oral interview
�h	In groups, learners discuss what information to include in the application letter – where they want to go and why they think they should get the award, etc.
Encourage learners to gather information from libraries and/or from the Internet besides making reference to the selection criteria provided and drawing on ideas obtained from previous tasks.
�h	In class, brainstorm questions which can be asked in the oral interview. 
Divide learners into groups of six. Two play the role of interviewers; they study the written applications, conduct a group interview, select the most suitable candidate and explain their choice. Four play the role of interviewees and answer questions accordingly.
�h	After the completion of the project, discuss with learners things they have learned and the difficulties encountered in the process of doing the project.