Scheme of Work

Cambridge Lower Secondary

English as a Second Language 0876
Stage 7
This Cambridge Scheme of Work is for use with the Cambridge Lower
Secondary English as a Second Language Curriculum Framework
published in September 2020 for first teaching in September 2021.

Version 1.0
Copyright © UCLES 2020
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents

Contents.................................................................................................................................................................................................................................................. 3
Introduction............................................................................................................................................................................................................................................. 4
Unit 7.1 Making connections................................................................................................................................................................................................................. 7
Unit 7.2 Time to celebrate.................................................................................................................................................................................................................... 11
Unit 7.3 What a waste........................................................................................................................................................................................................................... 15
Unit 7.4 From A to B............................................................................................................................................................................................................................. 19
Unit 7.5 The great outdoors................................................................................................................................................................................................................. 23
Unit 7.6 It’s only a game....................................................................................................................................................................................................................... 27
Unit 7.7 Success................................................................................................................................................................................................................................... 31
Unit 7.8 In the news.............................................................................................................................................................................................................................. 35
Unit 7.9 The digital world..................................................................................................................................................................................................................... 39
Sample lesson 1.................................................................................................................................................................................................................................... 44
Sample lesson 2.................................................................................................................................................................................................................................... 46
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Introduction

This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary English as a Second Language
Stage 7.

It contains:
 suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
 at least one suggested teaching activity for each learning objective
 a list of subject-specific vocabulary and language that will be useful for your learners
 sample lesson plans.

You do not need to use the ideas in this scheme of work to teach Cambridge Lower Secondary English as a Second Language Stage 7. Instead use them as a
starting point for your planning and adapt them to suit the requirements of your school and the needs of your learners. The schemes of work are designed to indicate
the types of activities you might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all the teaching time for
this stage. You should use other activities with a similar level of difficulty, for example, those from endorsed resources.

The accompanying teacher guide for Cambridge Lower Secondary English as a Second Language suggests effective teaching and learning approaches. You can
use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.

Long-term plan
This long-term plan shows the units in this scheme of work and a suggested order for teaching the units. The suggested teaching time is based on 150 hours of
teaching. The actual number of teaching hours may vary according to your context.

Unit and suggested order

Unit 7.1 Making connections
Unit 7.2 Time to celebrate
Unit 7.3 What a waste
Unit 7.4 From A to B
Unit 7.5 The great outdoors
Unit 7.6 It’s only a game
Unit 7.7 Success
Unit 7.8 In the news
Unit 7.9 The digital world
Total: 150 hours
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Skills approach
The learning objectives are organised into five strands which together support the development of knowledge, skills and understanding:
 Use of English
 Reading
 Writing
 Speaking
 Listening

The Use of English strand articulates the linguistic features learners need to be able to understand and use when engaging with the language productively and
receptively in the Reading, Writing, Speaking and Listening strands.

It is expected that the integrated approach for the development of communicative skills in the classroom will be used, where the four skills in the acquisition of
knowledge of a second language can be taught in a coherent way, and practised together. Integrating the four language skills: enhances learners’ all-round
development of communicative competence; enables teachers to build a lesson around a theme or a topic relevant to the learners; motivates learners by building
more variety into the lesson; works at the level of realistic communication, where language tasks involve more than one skill; exposes learners to authentic
language; and challenges them to interact naturally.

Throughout this scheme of work there are examples of classroom activities that can be taught through skills integration.

Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Lower Secondary English as a Second Language
Teacher Guide has information on creating lesson plans.

Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper
 sticky notes
 newspapers and magazines, both online and printed versions
 short stories
 blogs
 videos or audio clips
 photos and pictures from the internet or from magazines
 everyday objects.

Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Other support for teaching Cambridge Lower Secondary English as a Second Language Stage 7
Cambridge Lower Secondary centres receive access to a range of resources when they register. The Cambridge Lower Secondary support site at
https://lowersecondary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a login for this support site.

Included on this support site are:

 the Cambridge Lower Secondary English as a Second Language Curriculum Framework, which contains the learning objectives that provide a structure for your
teaching and learning
 grids showing the progression of learning objectives across stages
 the Cambridge Lower Secondary English as a Second Language Teacher Guide, which will help you to implement Cambridge Lower Secondary English as a
Second Language in your school
 templates for planning
 worksheets for short teacher training activities that link to the teacher guide
 assessments provided by Cambridge
 a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge
Lower Secondary English as a Second Language worldwide
 links to online communities of Cambridge Lower Secondary teachers.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.1 Making connections

Unit 7.1 Making connections

Outline of unit:
In this unit, learners will learn more about each other and their family and friends. They will also explore different countries as well as their local area.

Learners will engage in a range of activities to practise their fluency as well as accuracy when using various question forms and dependent prepositions. They will
read texts about other countries and practise identifying specific information as well as general ideas. Learners will further develop their understanding of phrasal
verbs and deducing their meaning from a longer text. They will also practise their dictionary skills. Learners will be given opportunities to listen actively to each
other to obtain more detailed information and respond appropriately in various situations. They will evaluate local amenities and facilities as well as plan a day out
for a friend while practising giving reasons and explanations. Learners will consolidate the spelling of the vocabulary they have learnt in this unit.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most of the main points of short and extended texts.
Deduce meaning from context, with support, in short and extended texts.

Writing
Spell most familiar words accurately on a range of familiar topics when writing independently.

Speaking
Ask questions to find out information and to clarify meaning on a range of topics and respond accordingly.

Listening
Understand, with support, most of the detail of an argument in short and extended talk.

Use of English
Use common dependent prepositions following adjectives.
Use common prepositional verbs (e.g. walk away).
Use connectives (e.g. while, until, as soon as) in short texts.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Sc.02 Ask questions to find Ask learners to think about a time when they visited another country (if learners haven’t travelled abroad, ask them to think of a
out detailed information and to country they are familiar with for example, through a film they’ve seen or book they have read). Elicit what things are the same or
clarify meaning and opinion on different compared to their own country, for example, greetings, food, fashion, language, buildings/houses. Ask learners to work
a wide range of topics and in pairs and share their experiences.
respond accordingly.
Learners work in groups. Give each group a different short text about a different country. All the texts should contain the same
type of information (for example, capital city, language, national dish, how people greet each other, national sport). Write on the
board the type of information that learners need to find in the text. Learners read the text and underline the correct details.
Learners compare the answers in their groups. Monitor and help if necessary.

Tell learners they are going to do a role-play. They have to pretend they come from the country which they have read about.
Before learners do their role-play, elicit the questions they need. For example:
 What’s the capital of your country?
 What language do you speak?
 How do people greet each other when they meet?
 Do you have a national dish?
 What sports do most people in your country play?
 What are the houses like?

Learners mingle and pair up with a learner from another group. They carry out the role-play and guess where each person
comes from. Repeat this several times.

Learners work in groups and discuss which country they would like to visit, and why.

Resources: several short texts containing information about different countries (for example, the capital, language, national dish,
favourite sport, and so on).

7Uv.01 Use an increasing Show learners pictures of different family events or activities. Learners discuss with a partner what they think is happening in
range of dependent each picture. Revise vocabulary of family members.
prepositions following
adjectives. Learners watch a short video (or extract from a film) showing a family reunion for example, a family celebration. Ask learners to
note the family members who appear in the video. Play the video again and ask learners to write two details about each family
member. This could be based on what they say or do, how they behave or what others say about them. Learners check their
answers in pairs.

Now give each learner a worksheet with six true or false sentences about the people who appear in the video. Each sentence
should contain one adjective with a dependent preposition (for example, Tim is keen on football. Nadia has been married to John
for a long time. Tom is envious of his brother’s success at work). Learners discuss which sentences are true and which ones are
false. Check answers with the whole class. Highlight the use of dependent prepositions after adjectives.
Learners work in pairs. Each pair is given a set of cards with adjectives and prepositions. Learners match adjectives to the
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

correct prepositions. Encourage the use of monolingual dictionaries. Check answers with the whole class.

Learners work in small groups. Each group prepares six gapped sentences. Tell learners that their sentence should contain the
adjectives from the previous activity, but they should leave out the prepositions and use a gap instead. When they finish, each
group takes it in turns to read aloud their sentences. Other groups have to say what preposition is missing. Award points for each
correct answer. The group with the most points wins.

At the end, learners work in pairs again. They tell each other about their own family using the dependent prepositions.

Resources: a short video (choose a film based around the theme of a family reunion), six true or false statements about the
people from the video (the statements should contain adjectives and dependent prepositions), a set of cards with adjectives +
dependent prepositions (for example, good at, interested in, similar to), large sheets of paper.

7Rm.01 Understand, with little Ask learners what topics they like to find out about when they meet somebody for the first time (for example, hobbies, favourite
or no support, most of the food, their friends and family, where they live and so on). Elicit a few answers and write them on the board.
main points of short and
extended texts. Show the class a picture of a person and tell them he/she is your friend, for example, Paul/Paula. Tell learners that they are
going to read a short biography about your friend to find out more about him/her. Give out the text and ask learners to read each
7Rd.03 Deduce, with little or paragraph relatively quickly. Explain that they should decide which topic each paragraph talks about (for example, hobbies,
no support, meaning from family, and so on). Ask learners to check their answers in pairs before checking with the whole class. Encourage peer correction.
context in short and extended
texts. Draw learners’ attention to the phrasal verbs in the text. Check that learners can remember what phrasal verbs are. Put learners
into pairs and ask them to highlight the phrasal verbs in the text. Then ask them to try and guess the meaning by reading a bit of
7Ug.09 Use common text around the phrasal verb. Don’t give learners the correct definitions at this point.
prepositional verbs (e.g. walk
away) and common phrasal Give each pair two strips of paper. One strip should have one of the sentences from the text containing a phrasal verb on it. The
verbs (e.g. look after). other strip should be blank. Ask learners to use a monolingual dictionary, find the correct definition of their phrasal verb and write
it on the blank strip of paper. Monitor to check that learners are copying the correct definitions.

Collect the strips of paper from everybody, mix up the strips and hand them out again to different pairs. Make sure that each pair
has one strip with a phrasal verb and one with a definition. These shouldn’t match at this point. Ask learners to mingle and find
the person with the correct definitions for their phrasal verb. When learners finish, conduct whole class feedback. Ask each pair
to read aloud their sentence and the definition. Ask other pairs if they think that is the correct definition. To check learners’
understanding, ask them to write sentences about themselves or their friends using the phrasal verbs. Invite some learners to
write their answers on the board. Encourage peer correction.

Resources: a picture of a person, a short biography of a friend containing common phrasal verbs, strips of paper with sentences
from the text each containing one phrasal verb, some blank strips of paper.

7Ld.03 Understand, with Ask learners where they, or their friends/siblings, like to go in their free time. Try to elicit a range of different places in the local
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

support, the detail of an area (for example, cinema, swimming pool, library, park, shopping mall, the city centre, museum, café). Write the list on the
argument in short and board.
extended talk.
Divide learners into pairs. Learners copy the list of local amenities. Ask learners to discuss which places they like and don’t like,
7Us.03 Use an increasing to explain their reasons and give examples (for example, I don’t enjoy going to the swimming pool because it’s always crowded.
range of connectives, to For example, last time some kids were jumping into the pool and kept splashing everywhere). At the end of the activity, elicit a
explain reasons (e.g. few positive and negative answers from the whole class. Highlight the use of connectives to explain reasons and to give
therefore, as) and to give explanations.
explanations (e.g. so that,
such as). Divide learners into small groups. Show learners a photograph of a young teenager. Ask learners to imagine that this is their
friend from abroad and s/he is coming to visit them. Tell them that the friend can only stay for a very short time (for example, one
day). Learners work in groups and plan a day out for their friend, choosing some of the facilities from their list. Encourage the use
of connectives to explain their choices (for example, so that, that’s why, like this).

Learners nominate one person from their group to report back to the whole class. Other learners listen and take notes of the
places the other groups suggest. Then ask learners to decide which plan for a day out would be the best one, and why.

Resources: a photograph of a young teenager.

7Wca.01 Spell familiar words Tell learners you are going to practise vocabulary and check spelling. Divide the board into five columns. Write a category at the
accurately on an increasing top of each column (for example, relatives, local amenities/facilities, verbs, names of countries, hobbies and so on). Elicit one
range of topics. example for each category to make sure every learner knows what they mean.

Divide learners into small groups. Ask learners to choose someone to take notes and copy the categories onto a piece of paper.

Nominate one learner to pick a random letter from a pile of alphabet cards. Give learners a time limit to write words beginning
with the selected letter for each category (for example, A – aunt, antique shop, admire, Australia, astronomy). When a group has
written down one example for each category, they put their hands up. If you see that learners are struggling to think of examples
for every category, stop the round after a minute. Nominate one learner to spell out their answers to you. Write their answers on
the board for everyone to see. Each group gets one point for each correctly spelt answer. Repeat a few times. At the end of the
game, the group with most points wins.

Resources: cut up cards with individual letters of the alphabet.

Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.2 Time to celebrate

Unit 7.2 Time to celebrate

Outline of unit:
In this unit, learners will explore various festivals and special occasions from their country and around the world and discuss how these are celebrated.

Learners will participate in a range of activities to raise their cultural awareness. Learners will also be encouraged to become more autonomous in their learning
through peer correction and collaborative tasks, including writing an invitation email. Learners will be exposed to a variety of texts on the topic of festivals and
international food and will deliver a presentation based on their own research. Learners will also be given the opportunity to explore passive forms, the present
continuous tense and compound nouns in a meaningful context and will reproduce the target language in task-based activities.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most specific information and detail in short and extended texts.

Writing
Plan, write, edit and proofread short texts, with little or no support.

Speaking
Describe people, places and objects, and routine past and present actions and events.
Begin to produce and maintain stretches of language comprehensibly, allowing for hesitation and reformulation, especially in longer stretches of free production.

Listening
Deduce meaning from context, with support, in short and extended talk.

Use of English
Use a range of present simple active forms and begin to use passive forms.
Use an increasing range of present continuous forms with present and future meaning.
Use a limited range of abstract nouns and compound nouns.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Rd.01 Understand, with little Show learners three objects and tell them that they are connected with one particular festival/celebration (for example, a type of
or no support, most specific food, a candle, a plant/flower, an object of a certain colour or a map). Encourage learners to make predictions about why these
information and detail in short objects are important (for example, I think the colour means something, perhaps it means good luck), how they are used (for
and extended texts. example, Maybe people decorate their houses with it). Don’t tell learners whether they are right or not, at this point.

7Ug.02 Use a range of present Ask learners to read a text about this festival or celebration and check their predictions. Learners check in pairs before checking
simple active forms and an with the whole class. Ask learners to read the text again and find three more things that happen during this festival or celebration.
increasing range of passive Check with the whole class. Encourage learners to use their own words when giving answers.
forms.
Learners work in two groups to explore the use of present simple active and passive forms. Ask group A to read the text again
and highlight the activities people do (for example, young children sing songs, parents give their children presents). Group B
reads the text and highlights what is done on that day (for example, a lot of bread is eaten on that day, it is celebrated in the
north of the country). Learners compare their answers in pairs. Then check with the whole class.

Learners work individually to prepare a short description of their favourite festival or celebration. They then chose a partner to tell
about their festival. Their partner has to guess what the festival is, before they swap roles. Encourage the use of both active and
passive forms. Invite a few learners to tell the whole class about their favourite festival.

Resources: three objects connected to a particular festival/celebration and a short text about the same festival/celebration.

7Sc.01 Describe people, Put up pictures of various celebrations around the room. Tell learners that you are going to describe one of them. When learners
places and objects, and past know which picture you are describing, they should run and take the picture off the wall. After the first picture is taken down, ask
and present actions and a few more questions about the picture to draw learners’ attention to the correct grammatical tense (for example, What’s the
events [real and imagined]. woman in the middle doing? What’s the small boy wearing? Where are all the girls standing?). Elicit why this tense is used in this
context.
7Ug.04 Use an increasing
range of present continuous Continue the game. The learner who got the first correct picture describes a photo of their choice. Repeat this several times.
forms. Continue until there are only three or four photos left.

Then ask learners to choose their favourite picture and write a description of this picture.

Resources: pictures of various celebrations (at least ten).

7Wca.02 Generate ideas, Have a whole class discussion about what makes a good celebration. Ask learners about:
plan, write, edit and proofread  celebrations which went really well
extended texts, with support.  celebrations which didn’t go so well, and why
 whether any learners have ever been involved in preparations for a celebration and what happened.

Divide learners into small groups. Tell learners that you are going to have a celebration and each group has to write an email to
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

invite their friends. Give learners a large sheet of paper and ask them to decide how many paragraphs they need to write and
what information they need to include in each paragraph. Stop the planning stage after a few minutes and display the plans from
each group. Learners compare their plans and say whether anything is missing from other group’s plans. Also, elicit whether the
organisation of ideas is logical and easy to follow.

Now ask learners in each group to decide what their role is (for example, a note-taker to write things down, a spell checker, a
grammar checker). Give each group another large sheet of paper and ask them to write their invitation email.

When learners finish their email, each group swaps it with another group’s email. Ask each group to read the new email and
check for different aspects of writing. For example, one group focuses on spelling, another group checks the punctuation, or
tenses. Learners should identify mistakes by circling them. Monitor and help where necessary. Then each group returns the
email to the group who wrote it. Learners rewrite their invitation, correcting the mistakes identified by the other group.

Display the emails around the room. Subsequently, learners choose one of the emails and write their reply.

Resources: large sheets of paper.

7Ld.01 Deduce meaning, with Tell learners you are going to show them pictures of some food items. Explain that they have to tell you what special occasion
little or no support, from they think of when they see this food, and why (for example, chocolate – visits from my grandma, she always brings us
context in short and extended chocolate when she comes).
talk.
Put learners into pairs and give each pair the name of a dish. These should be less known international dishes (for example,
7Sc.04 Produce and maintain Empanadas), or typical British dishes with unusual names (for example, toad in the hole). Also, give each learner a grid with the
stretches of language areas to focus on (for example, country of origin, history of the dish, when eaten, what it’s made of). Ask each pair to research
comprehensibly, allowing for the dish and complete the grid. One ‘spokesperson’ in the pair delivers a short presentation to another pair. The other pair listen
occasional hesitation and and decide whether the dish is eaten on special occasions, or not, and what sort of dish it is (for example, a dessert, a savoury
reformulation, especially in snack). At the end of each presentation, encourage learners to ask questions to clarify something or to get more detail. Then ask
longer stretches of free pairs to repeat the activity, working with a different pair, and changing the spokesperson, so that each learner has presented.
production.
At the end learners discuss which dish they would like to try, and why.

Resources: pictures of several food items, a handout with a grid for learners’ answers.

7Uv.05 Use an increasing Draw pictures of the following on the board: an ear, the sun, a mobile device, a ring, a flower, glasses. Ask learners how many of
range of abstract nouns and these words they can put together to make new words (for example, sunflower, earring). Write learners suggestions on the
compound nouns. board. Highlight the use of compound nouns.

Write the following categories on the board: jewellery/accessories, clothes, household items. Put learners into three groups and
give each group a large sheet of paper and a marker. Each group focuses on one of the categories from the board. Give a time
limit and ask each group to think of as more compound nouns for their category (for example, a wedding ring, baseball cap, a
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

dishwasher). If learners struggle to think of any examples, encourage the use of picture dictionaries.

Display the lists and check learners’ examples. Explain any unknown words. Focus on the stress in the compound nouns.

Draw a mind map with some celebrations (for example, birthdays, weddings/engagements, religious celebrations, New Year).
Elicit what people give as gifts on these occasions and why.

Ask learners to choose one gift from each list (for example, one piece of jewellery, one piece of clothing, one household item).
Learners then mingle and try to give their gifts to other learners, justifying why they should have this gift (for example, I think you
should have this baseball cap because you have fair hair. If you have a baseball cap, you won’t get sunburn). Other learners can
choose to accept it or politely refuse it. After a few minutes, stop the activity and ask learners what gifts they received and why
(for example, Mike got me a vacuum cleaner because, apparently, my bedroom is a mess.)

Resources: picture dictionaries, large sheets of paper.

Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.3 What a waste

Unit 7.3 What a waste

Outline of unit:
In this unit, learners will participate in a range of activities to raise their awareness of different types of waste. Learners will also explore different ways of reducing
waste.

Learners will develop their speaking accuracy through a range of communicative activities focusing on the use of present perfect forms and modals. They will also
develop their fluency by doing a class survey and group problem solving tasks. They will use a wide range of quantifiers when reporting the findings of their group
survey. Learners will practise their listening skills to follow the main points and details of an argument. Additionally, learners will be encouraged to use a range of
connectives in their spoken and written English. They will read a text to practise the skill of understanding the detail of an argument as well as being able to tell the
difference between facts and opinions.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most of the detail of an argument in short and extended texts.
Recognise, with support, the opinions of the writer(s) in short and extended texts.

Writing
Link sentences using an increasing range of connectives to create a short text organised into paragraphs.

Speaking
Link sentences using an increasing range of connectives.

Listening
Understand, with support, most of the main points of short and extended talk.
Understand, with support, most of the detail of an argument in short and extended talk.

Use of English
Use present perfect forms to express recent, indefinite and unfinished past.
Use an increasing range of modal forms (e.g. needn’t [lack of necessity], should [advice], ought to [advice/obligation]).
Use a wide range of quantifiers (e.g. either, neither, both [of], several, plenty).
Use connectives (e.g. while, until, as soon as) in short texts.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Lm.01 Understand, with little Show learners a set of pictures (for example, a plastic bottle, an electric bulb, a car, a tap with running water) and ask them what
or no support, most of the they think the objects have in common and why they think so. Help with any difficult vocabulary if necessary. Then write on the
main points of both short and board ‘How green are you?’ and ask learners what this question means.
extended talk.
Give learners a blank sheet of paper and ask them to draw two columns, one headed ‘Green’, and the other ‘Not green’. Tell
7Ld.03 Understand, with them you are going to read aloud a text about what you have done/have been doing in terms of recycling and looking after the
support, the detail of an environment. The learners have to listen and put a tick under the correct heading depending on whether they think you are green
argument in short and or not. When you finish, read the text again, but this time ask your learners to put down examples of what makes you green or
extended talk. not (for example, Green: using energy-saving bulbs, using paper or metal straws in restaurants, bringing your own carrier bags
when shopping. Not green: driving to work, using a tumble dryer to dry clothes, buying fruit and vegetables in plastic packaging).
7Ug.06 Use a range of present Learners compare their answers in pairs before checking with the whole class.
perfect forms to express
recent, indefinite and Give learners the text and ask them to highlight the examples of the present perfect forms (for example, I’ve recently bought a
unfinished past. new tumble dryer and I’ve stopped drying my clothes outside, I’ve been using energy saving bulbs for five years now). Explain
the different uses and the difference between the simple have done and continuous have been doing aspects.

Learners work in pairs and tell each other what they do in terms of recycling or looking after the environment. If stimulus material
is needed, show them the set of pictures from the start of this activity to help them generate some ideas. Monitor and encourage
the use of the present perfect forms (both simple and continuous aspects). At the end learners give each other feedback whether
they think their partner is green or not, and why.

Resources: a set of pictures, a short text on the topic ‘How green are you?’ containing at least three examples of present perfect
forms (both simple and continuous aspects), blank sheets of paper.

7Us.01 Use a wide range of Draw a mind map on the board and write the word ‘WASTE’ in the middle. Elicit different things that people can waste (for
quantifiers. example, money, time, natural resources, food and so on). Ask the whole class whether they think these types of waste are an
issue in their country. Have a whole class discussion.

Tell the class that they are going to do a class survey to find out what they waste and how much. Divide the class into groups.
Each group focuses on one type of waste and prepares three questions they want to ask others. Monitor and help to generate
ideas for questions if necessary. For example, for time wasting:
 Do you think you have enough free time for your hobbies?
 What activity wastes most of your time?
 Do you have a timetable telling you what to do and when?

Learners interview other students and take notes of their answers. Give a time limit for this activity. At the end, learners from
each group compare their findings and prepare a short summary. Encourage the use of quantifiers in the summaries (for
example, Almost half of the students spend too much time on social media, but only a few spend too much time reading
magazines. Most students think having a timetable is a good idea, but they don’t have one.). Each group chooses their
spokesperson to deliver their findings to the whole class.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

Resources: diagrams or charts showing what is wasted and how much.

7Sor.01 Link, with support, Tell learners they are going to plan a birthday party for a friend. Elicit things learners have to think about when planning a party
sentences into coherent and write their ideas on the board (for example, the venue, the food, the clothes they wear and the entertainment). Now write
extended talk using a range of four sentences on the board connected with one of the items from the list.
connectives. For example, for the venue:
 We could have the party at my house.
7Wor.02 Link, with support,  It’s cheaper.
sentences and paragraphs into  Your house is too far away.
coherent extended text using a  Your house is too small.
range of connectives.
Read the sentences aloud as they are. Then read them out again, but add some connectives (for example, We could have the
7Us.03 Use an increasing party at my house because it’s cheaper and your house is too far away). Ask learners which set of sentences sound better and
range of connectives, to why. Highlight the usage of connectives.
explain reasons (e.g.
therefore, as) and to give Now tell learners they should plan a birthday party. However, they have to make the preparations, ensure the party is as cheap
explanations (e.g. so that, as possible and keep the waste to a minimum (for example, food waste and plastic waste). Encourage the use of connectives.
such as). Learners work in groups. At the end, each group presents their plan to the whole class. Learners listen to all the plans and
decide which plan would be the cheapest, would create the least waste, and why. Encourage learners to give you evidence for
their choices using a range of connectives (for example, This would be the cheapest party because Tom’s mum would prepare
all the food herself. OR They’re planning to use proper plates and metal cutlery so their party would not create any plastic waste.
Plus, they wouldn’t use any plastic balloons at the party.).

Now tell learners they are going to write emails to some people to ask them for help. Learners work in groups again. Each group
is given one scenario on a role card. For example:
 Write an email to Mrs X to ask her if you could borrow some plates and cutlery from her.
 Write an email to the school principal to ask if you could have the birthday party in the school gym.
 Write an email to your friend, who’s very good at baking, to ask if he/she could bake a birthday cake for the party.

Each group writes their email on a large sheet of paper. When they have finished, they should swap their emails with another
group. Ask each group to read the new email and to highlight the connectives with a different colour marker. Display the posters
and ask learners for feedback on how many and which connectives are used and whether they are used correctly.

Resources: role cards with various scenarios for the writing stage, large sheets of paper.

7Ug.11 Use a range of modal Ask learners to think of five products which they use every day and can’t live without. Learners work together in small groups and
forms for a range of functions: make a list of five products. Compare the lists with the whole class, encourage learners to justify their selections. Now explore
obligation, necessity, how many of these products are made of plastic.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

possibility, permission,
requests, suggestions, Tell learners they are going to see if they can live without plastic. Ask them to work in the same groups and add three columns to
prohibition. their list of products, one with the heading ‘other materials’, and the other two ‘advantages’ and ‘disadvantages’ of new materials.
Learners have to think of other materials which could be used instead of plastic to make the same products (for example, wood,
fabric or glass) and to evaluate how effective the new materials would be (for example, too heavy, much cheaper, might break
easily or would last longer).

Ask one group for their first product and the ideas they thought of. Write their answers on the board. Now say the same, but this
time using modal forms (for example, We can’t live without a mobile device. We could use glass instead of plastic, but it would
be too heavy, and it might easily break.). Elicit more modal forms which could be used. Ask learners to discuss their ideas from
the table again using modal forms.

At the end have a whole class discussion about how much plastic we use in everyday life and whether we can live without it.

7Rd.02 Understand, with Show learners a picture of the ocean and a plastic bottle. Ask them what the pictures have in common. Ask learners what they
support, the detail of an know about the issue of pollution in the ocean and how they feel about it. Each time ask the rest of the class whether the learner
argument in short and stated a fact or expressed an opinion. Highlight the difference between the two.
extended texts.
Now give out a text related to the topic of plastic pollution in the ocean. Ask learners to skim the text and highlight the author’s
7Ro.01 Recognise, with little opinions only. Check with the whole class to see if all learners highlighted the same parts of the text.
or no support, the opinions of
the writer(s) in short and Divide the class into two groups, A and B. Each group works together and writes five questions that can be answered by reading
extended texts. the text in more detail, for example, What does the writer predict will happen in the next few years? Why does the writer feel
disappointed with his government? What does the writer suggest everyone should do? Ask learners to find the answers to their
own questions in the text. Monitor and help if necessary.

When both groups have completed their questions, divide the class into pairs. Make sure that a learner from group A works with
a learner from group B. Learner A asks their questions and checks if learner B can find the correct answers in the text. Then the
learners swap their roles and do the same. Check the answers with the whole class.

Resources: a text on the topic of plastic pollution in the ocean which contains both facts and opinions.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.4 From A to B

Unit 7.4 From A to B

Outline of unit:
In this unit, learners will explore different means of transport and some issues connected with travelling.

Learners will practise a range of comparative adjective forms when evaluating different means of transport. They will also be encouraged to use an increasing
range of past simple/continuous forms, and more complex noun phrases, in their speaking and writing on the topics of travelling, getting lost and losing something
on the bus. They will consolidate their knowledge of using the correct punctuation in their own writing. Learners will be given an opportunity to read a short story for
pleasure. Additionally, they will further develop their listening skills for specific information, including grammatical detail.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Read independently a range of short, simple fiction and non-fiction texts with confidence and enjoyment.

Writing
Punctuate short texts with some accuracy when writing independently.

Speaking
Describe people, places and objects, and routine past and present actions and events.
Use grammatical structures correctly, allowing for occasional mistakes.

Listening
Understand, with support, most specific information and detail of short and extended talk.

Use of English
Use a range of past simple active forms for habits and states and begin to use passive forms.
Use past continuous forms for background, parallel and interrupted past actions.
Use an increasing range of participle adjectives and a range of adjectives in the correct order in front of nouns.
Use collective nouns.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Ug.12 Use a range of Revise the vocabulary of different means of transport. This could be done as a guessing game. Learners work in pairs. Learner A
participle adjectives and a has their back to the board, with learner B facing both the board and learner A. Write one type of transport on the board (for
limited range of compound example, a ship). Learner B tries to explain the word to learner A without saying the word (for example, it goes on water and it’s
adjectives and comparative very big). After a few rounds, learners swap roles.
structures to indicate degree
(e.g. not as...as, much...than). Now write a few means of transport in a column on the board. Try to choose very different, and some less common, means of
transport (for example, horses, planes, a rowing boat, underground trains, gondolas, bikes). Then write a few adjectives in a
horizontal row (for example, fast, cheap, safe, comfortable, environmentally friendly and so on). Learners work in groups and
compare and contrast the different means of transport using the adjectives listed (for example, Horses are much more
environmentally friendly than planes, but they’re definitely not as comfortable as planes. It’s much cheaper to travel by bike than
by plane. Horses are just as cool as rowing boats, but both are less comfortable than trains). Monitor to see how much existing
knowledge learners have. Note down any mistakes in the comparative structures that you hear. At the end of the activity, write
the mistakes on the board and encourage peer correction. Highlight the use of the comparative forms.

Show learners pictures of people travelling in the past, nowadays and in the future. Learners work in pairs and compare and
contrast the way people used to travel, travel now and will travel in the future. Encourage the use of the target language. Check
answers with the whole class.

Resources: pictures showing people travelling in the past, nowadays and in the future.

7Ld.02 Understand, with little Tell the class they are going to listen to a short audio story. Learners work in pairs. Give each pair a set of cards with verbs from
or no support, most specific the story. Before learners listen, ask them to guess from the verbs what happened in the story. Ask a few pairs to tell the class
information and detail of short what they think (for example, It’s about somebody who went on holiday, but something went wrong. OR Someone went
and extended talk. somewhere and had a lot of problems with something). Then play the audio (or read aloud your story). Learners listen and
compare what really happened with their own predictions.
7Sc.05 Use mostly accurate
spoken language, but with Ask learners to listen again, but this time they have to put the verbs in the correct order as they appear in the story. Check the
occasional mistakes. order with the whole class and write the infinitive forms of the verbs on the board. Now learners have to retell the story from
memory using the verbs as prompts. When learners finish, ask different learners to retell the story for the whole class. As they
7Ug.03 Use a range of past retell the story, write the verb forms they use next to each verb (for example, was having breakfast / rang / was walking / got lost,
simple active forms and an and so on). Encourage peer correction if necessary. Highlight the past simple and past continuous forms.
increasing range of passive
forms. Ask learners to think of a time when they got lost. Elicit the places learners got lost (for example, on a walk, in a city, in the park,
on my way from school). Learners work in pairs and tell each other. Encourage the use of past simple and continuous active
7Ug.05 Use an increasing forms. Ask a few learners to tell the whole class. Other learners listen and count how many of the past simple and continuous
range of past continuous forms are used and if any need correcting.
forms.
Resources: a short audio on the topic of getting lost (alternatively write a short account to read aloud), a set of cards with verbs.

7Wc.01 Write, with little or no Show learners a picture of a bag and write the noun ‘bag’ in the middle of board. Then draw horizontal lines on each side of the
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

support, short texts which noun. Ask learners to make the noun into a longer phrase by adding other words in front of or after it. Invite learners to write
describe people, places and these words on the board (for example, a very new black bag made of leather with a long metal strap). Elicit the correct word
objects, and past and present order, prepositions and spelling if necessary.
actions and events [real and
imagined]. Learners work in pairs. Show another picture to the class (for example, a wallet) and give learners a time limit of 30 seconds.
Each pair writes a noun phrase that is as complex as possible. When the time is up, each pair reads out their phrases. The pair
7Uv.04 Use a limited range of with the most complex and grammatically correct noun phrase gets a point. Continue a few times, the pair with most points wins.
complex noun phrases.
Now tell learners they have lost something on the bus today and they are going to write an email to the bus company to enquire
if somebody has found it. Learners work in small groups to plan their email. Ask them a few guiding questions they need to
consider and then give the groups a bit of time to discuss their ideas.
For example:
 Why are you writing to the bus company?
 What number bus service was it?
 When did you take the bus?
 Where were you sitting on the bus?
 What did you lose? What did it look like?
 How can the bus company contact you?

Now ask the groups to write a short email to the bus company, describing the item they lost on the bus. When they finish, display
the emails on the walls. Learners read all the emails and check whether each group used complex noun phrases in their emails.

Resources: pictures of objects people often lose (for example, a handbag, a wallet, a mobile device, a keyring, a cardigan).

7Rm.02 Read a limited range Ask learners if they enjoy reading, what they like to read and how often. Ask them what makes a story more interesting for them
of extended fiction and non- to read.
fiction texts with confidence
and enjoyment. Tell learners they are going to read a short story about travelling. Give out a set of three pictures taken from the short story. Ask
learners to work in pairs and predict what happens in the story using the pictures as prompts. Alternatively, if there are no
pictures in the story, draw pictures of three important objects or events from the story. Ask learners to speculate what
significance the objects have in the story. Check learners’ ideas with the whole class.

Learners read the story and confirm their predictions. Have whole class feedback. At the end ask learners whether they enjoyed
the story, or not, and why. If learners didn’t enjoy the story, ask them how they would improve it to make it more interesting to
read.

Resources: a short story on the topic of travelling, three pictures taken from the short story.

7Wor.01 Punctuate extended Copy a paragraph from a short story, but without the punctuation. Give each learner a copy and ask them what is wrong with the
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

texts with some accuracy paragraph. Go through the paragraph with the whole class; elicit the correct punctuation and why we need it in each case (for
when writing independently. example, a full stop to show the end of a sentence).

Now divide the class into groups. Each group chooses a spokesperson. Tell the class you are going to show them a few
sentences one by one and that each sentence has missing punctuation. If the group can punctuate the whole sentence correctly,
they get a point for each correct punctuation mark. Each spokesperson must check the answers with their group before putting
their hand up. The group with the most points wins.

Now ask learners to write a short account of a holiday or trip. When they finish, they swap their paragraphs with another learner
and check each other’s punctuation.

Resources: a short paragraph taken from a short story (preferably a paragraph originally containing full-stops, commas,
question marks, apostrophes and various uses of capital letters) with the punctuation removed; five sentences on the topic of
travelling without punctuation.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.5 The great outdoors

Unit 7.5 The great outdoors

Outline of unit:
In this unit, learners will explore a range of outdoor activities, different types of weather and some extreme places in the wild.

Learners will further practise using a wide range of gerund and infinitive forms when talking about outdoor activities. Learners will also practise their speaking skills
through a range of communicative activities, including problem solving and ranking tasks when preparing for an expedition. They will learn how to make their
writing more interesting by using a range of prepositional and phrasal verbs in a travel blog. Learners will further develop their listening and reading skills by being
exposed to a range of real-life texts such as a travel blog and weather forecast. They will practise using a range of quantifiers when planning an expedition.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most of the main points of short and extended texts.

Writing
Use grammatical structures correctly, allowing for occasional mistakes.
Write, with support, short texts which describe people, places and objects, and routine past and present actions and events.

Speaking
Briefly summarise what others say, with support, in a range of exchanges in order to achieve a shared outcome.

Listening
Understand, with support, most of the main points of short and extended talk.

Use of English
Use common prepositional verbs (e.g. walk away).
Use a wide range of quantifiers (e.g. either, neither, both [of], several, plenty).
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Us.05 Use a limited range of Ask learners whether they like the outdoors, how much time they spend outdoors and what activities they do there. Write the first
gerunds as subjects and letter and the last letter of an outdoor activity. For each missing letter in between, put a line (for example, k_ _ _ _ _ _g for
objects. kayaking, h_ _ _ _g for hiking). Learners work in small groups. Invite each group to give a letter. If the letter is correct, write it in
the appropriate gap and give that group a point. If the letter doesn’t appear in that word, give the group a penalty point.
7Us.06 Use infinitive and
gerund forms after a limited Now tell learners they are going to interview one another about these outdoor activities. Give each learner a grid containing a list
range of verbs, adjectives and of outdoor activities and a few verbs/adjectives. One column contains spaces for learners’ names. Ask learners to write the name
prepositions. of the person they speak to each time and a tick under the verb/adjective the learner uses (see an example below). Encourage
learners to ask each person for some extra details (for example, Why do you avoid kayaking? Have you ever gone kayaking
before? Does anyone else like kayaking in your family?)

plan try keen on can’t stand avoid interested in

Outdoor activity Student’s name

kayaking Kate √

Stop the activity after a few minutes. Ask a few learners for feedback. Learners should use the verbs/adjectives in their answers
(for example, Kate avoids going kayaking because it’s too dangerous, but her sister really enjoys doing this activity.). Highlight
the use of gerund and infinitive forms after verbs, adjectives with prepositions and gerunds used as subjects and objects.

Learners look at their answers from the grid and write them in full as sentences. They then swap the sentences with the learner
next to them and check each other’s answers.

Resources: a grid with approximately eight columns for outdoor activities, learners’ names, and a selection of verbs/adjectives at
the top.

7Rm.01 Understand, with little Show learners a picture of an Amazonian forest. Discuss whether they would like to visit, what they might find difficult (for
or no support, most of the example, high humidity, a lot of insects, heat, getting lost) and possible solutions (for example, light clothing, repellents, going
main points of short and with a guide). Learners read a text about exploring a rainforest. Ask them to find what problems and solutions are mentioned.
extended texts. Learners check answers in small groups before checking with the whole group.

7Us.01 Use a wide range of Look at the text again and draw learners’ attention to the nouns and the quantifiers used. Go through the first paragraph with the
quantifiers. whole class, then ask learners to scan the rest of the text by themselves. Ask them to circle the quantifiers (for example, several,
a few, less, some, plenty, a couple of, not many). Divide the class into two groups. Ask one group to make a list of quantifiers
7Sor.02 Summarise and make from the text used with countable nouns. The other group makes a list of quantifiers used with uncountable nouns (for example,
some links in their response to the contents of their bag, our classroom, the fridge in their house). Check answers with the whole class. Learners work in pairs
what others say, with support, and make sentences using the quantifiers. Ask a few learners to write some of the sentences on the board, encourage peer
in an increasing range of correction.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

exchanges in order to achieve
a shared outcome. Divide the class into groups. Each group picks a picture of an extreme place. Tell learners they are going to go on an expedition
to these places. They discuss what they should take with them and decide on ten items only. Encourage the use of the
quantifiers (for example, We’ll need several bottles of drinking water. We can’t take too many clothes - the backpack would be
too heavy because we’ll have to carry everything with us. I want to take a camera, there’ll be plenty of beautiful places to take
pictures of). When each group have finished, ask them to summarise what they’re going take with them and why they decided on
these items (for example, Matt thinks we might get wet, so we’re going to take several pairs of socks).

Resources: a text about exploring a rainforest, a picture of an Amazonian forest, plus other pictures of extreme wild places (for
example, mountains, a desert, a polar region).

7Wca.04 Use mostly accurate Learners work in groups. Each group should have a few monolingual dictionaries. Tell learners they are going to have a
written language, but with dictionary race. Write an example of one prepositional or phrasal verb on the board (for example, I turned up at the train station
occasional mistakes. early in the morning). Learners use the dictionary to find the meaning and write the meaning on the board. Encourage learners to
write the meaning in their own words (for example, arrive somewhere for turn up). The first learner to finish writing the correct
7Wc.01 Write, with little or no meaning on the board gets a point for their group. Repeat the process with a few more examples of prepositional and phrasal
support, short texts which verbs. Keep all the correct definitions on the board. At the end of the dictionary race rub off all the example sentences with verbs
describe people, places and in them and only leave the meaning on the board. Ask learners to try and remember the actual prepositional/phrasal verb for
objects, and past and present each meaning.
actions and events [real and
imagined]. Learners work in the same groups. Now give each group a cut-up blog containing prepositional/phrasal verbs. Each group reads
the blog and puts the strips of text in the correct order. Check answers with the whole class.
7Ug.09 Use common
prepositional verbs (e.g. walk Check understanding of what a blog is, including the style and register used. Now ask learners to write their own blog about a
away) and common phrasal time they spent outdoors, where they were and what happened (for example, a school/family trip to the countryside, a family
verbs (e.g. look after). picnic, a science project which took place outside the classroom, a sports day). Encourage the use of a range of prepositional
and phrasal verbs.

Display the blogs on the walls. Learners read the blogs. In their groups they award between one and three points to each blog; 1
being the lowest (average blog), 2 (good blog), 3 (outstanding/extremely entertaining blog). The blog with the most points wins.
Learners read the winning blog again and say why it is good. Encourage peer correction of grammatical errors.

Resources: a travel blog (alternatively you could write a short blog yourself) containing a few prepositional and/or phrasal verbs
and cut up the blog into strips.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Lm.01 Understand, with little Write the following words on the board: sun, wind, rain, snow. Learners work in four groups. Each group gets a large sheet of
or no support, most of the paper and writes one of the words on it. Dictate around ten related words in random order. If the group thinks the word is
main points of both short and connected with their category, they write it down (for example, breeze/wind, blizzard/snow). Encourage the use of monolingual
extended talk. dictionaries if necessary. At the end of the activity, display each sheet of paper and check answers with the whole class.

Give each learner a map of the UK. Elicit the names of individual countries of the UK. Ask learners to point to these on the map.
Play a video of a UK weather forecast. Ask learners to write the type of weather on the map (for example, very cold, rainy, hot)
that is forecast for each UK country or parts of each country. Play the video again and ask learners to get more detail (for
example, temperatures below zero, heavy rain in the morning, 30 degrees Celsius in the south east of England). Learners
compare their answers in pairs before checking with the whole class.

Learners work in groups. Give each group a map of a country. Each country should be known for a certain type of weather (for
example, Canada –cold/snow, Egypt –hot, Ireland – rain). Each group prepares an imaginary weather forecast. Encourage
learners to use a range of related vocabulary. Ask each group to practise their weather forecast.

Now write two questions on the board:

 Where would you like to go on holiday, and why?
 Where would you like to live permanently, and why?
Ask each group to deliver their weather forecast. Then ask other learners to answer the two questions and give their reasons in
pairs before telling the whole class.

Resources: large sheets of paper, a video of UK weather forecast, copies of maps of countries.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.6 It’s only a game

Unit 7.6 It’s only a game

Outline of unit:
In this unit, learners will explore the topic of sports and games through working in pairs and group activities. They will discuss well-known, as well as more unusual,
sports and their rules.

Learners will practise using a range of relative clauses when explaining sports related words. They will listen to a longer talk about preparations for a marathon and
identify the speaker’s opinions. Learners will further develop the use of conditionals when giving advice. They will be asked to research an unusual sport and
prepare a short presentation. They will also participate in activities to raise their awareness of register, style and layout when writing a story and a formal letter.
They will write about a sports day and evaluate other learners’ writing skills. Learners will also explore idioms connected with sports and games and practise their
dictionary skills.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most specific information and detail in short and extended texts.
Explore common idiomatic phrases and their meanings.

Writing
Use appropriate layout for a limited range of written genres.

Speaking
Begin to produce and maintain stretches of language comprehensibly, allowing for hesitation and reformulation, especially in longer stretches of free production.

Listening
Recognise, with support, the opinions of the speaker(s) in short and extended talk.

Use of English
Begin to use if clauses in first conditionals.
Use an increasing range of defining relative clauses (e.g. with whose and whom) and begin to use non-defining relative clauses.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Us.04 Use a range of Write three nouns related to sport on the board, for example:
defining and non-defining  A football pitch.
relative clauses (e.g. why  A racket.
clauses).  A sprinter.

Then write three incomplete sentences:

 It’s a place … .
 It’s something… .
 It’s someone/a person … .

Tell learners you don’t understand the three nouns and you need their help to explain the meaning. Encourage learners to use
the three incomplete sentences to do so. Learners use monolingual dictionaries if necessary. Ask three learners to complete the
sentences on the board. Highlight the use of relative pronouns: where/which/that/who.

Tell learners they are going to take part in a quiz about more words connected with sports. But first they have to prepare the
questions. Divide the class into two groups. Group A prepares questions for group B and group B prepares questions for group
A. When both groups finish, learners work in pairs (A+B together). They take it in turns to read aloud the questions and guess
the answers (for example, It’s someone who makes sure players follow the rules during a football match / Is it a referee?).

7Lo.01 Recognise, with little or Draw a small figure in the middle of the board. Ask learners to give the person a name, for example, Nadia. Tell learners that
no support, the opinions of the Nadia is planning to run a marathon. Elicit what Nadia should/shouldn’t do while she is preparing for the marathon. Write
speaker(s) in short and learners’ ideas on the board.
extended talk.
Play an audio or video of somebody giving advice about how to prepare for a marathon. Ask learners to shout “stop” when they
7Ug.08 Use if/unless clauses hear the same/similar suggestion in the video or audio as the ones on the list on the board. They should also tell you whether the
in zero and first conditionals. speaker says it is a good thing to do or not. Each learner can shout “stop” only once.

Now write an incomplete sentence on the board:

 If you …, you will/won’t …
 Unless you…, you won’t…
 If you…, you … / you don’t…
 Unless you…, you … /you don’t…
Encourage learners to complete the sentences. Highlight the use of the zero (general truths/facts) and first conditionals (advice
on one particular future situation).

Then play the audio/video again. Learners should only listen and try to memorise the information. When the audio/video is
finished, learners work in pairs and write as many if/unless sentences about the advice as they can remember (for example, If
you don’t want any injuries, you need to prepare your body for the marathon., Unless you do a combination of different training,
you won’t be prepared for the marathon. You should have a running partner if you want to stay focus on your goal). Give learners
a time limit. At the end of the time limit, ask learners how many sentences they have. The pair with most sentences reads theirs
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

out. If all their sentences are correct, the pair wins. Encourage peer correction if necessary.

Resources: an audio or video of somebody giving advice on how to prepare for a marathon

7Rd.01 Understand, with little Learners work in small groups. Give them a worksheet with questions, in which the words have been jumbled up. Ask learners to
or no support, most specific put the words in each question in the right order. Check answers with the whole class. Then ask learners to discuss the
information and detail in short questions in their groups.
and extended texts.  What’s your favourite sport, and why?
 What’s the most popular sport in your country?
7Sc.04 Produce and maintain  Who’s your favourite sports person, and why?
stretches of language  Do you enjoy team sports?
comprehensibly, allowing for  Why are sports important in our lives?
occasional hesitation and
reformulation, especially in Divide the class into two groups. Group A reads a text about Sport A and fills in a table (see an example below) with the
longer stretches of free necessary details. Group B does the same with the text about Sport B. Both of the sports should unusual and likely to be
production. unfamiliar to the learners.
Name of the sport Where first When first How many players Basic rules Who wins

Each group compares their answers together. Monitor and check that learners have the correct answers.

Tell learners they are going to give a short presentation to the other group about their sport. They have to use the information
from the table for their presentation but using their own words.

Put learners into pairs. Make sure learner from group A works with learner from group B. Give each learner a new blank table.
Learners take it in turns to give their presentation using their notes from the table. The other learner listens and completes the
blank table with correct information. Encourage learners to ask for clarification if necessary.

At the end, ask learners about the two unusual sports and which one they would prefer to play or watch, and why.

Resources: a set of questions in which the words are jumbled up, two texts about unusual sports or games (for example, Sepak
Takraw and underwater hockey), a table for learners’ answers.

7Wca.03 Use, with support, Learners work in groups. Give each group two texts connected with sports and games, each written in a different genre (for
style and register appropriate example, a story and a formal email of a complaint). Each learner also gets a tick sheet focusing on style, register and layout.
to a range of written genres. For example:

7Wor.03 Use, with support,

appropriate layout for an story formal email
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

increasing range of written Title
genres. Greetings
Opening / closing paragraphs
Short forms (I’m, you’d and so on)
Phrasal verbs and idioms
Direct speech

Ask learners to skim read the texts quickly. Learners put a tick next to each heading from the tick sheet. They compare their
answers in their groups discussing why they think the features of each genre are different. Prompt learners to think about the
purpose and audience for each text. Check answers with the whole class.

Resources: examples of two different text types (for example, a story and a formal email); a tick sheet to analyse writing styles.

7Rd.04 Explore idiomatic Write the following sentence on the board:

phrases and their meanings. I’m training for a school athletics competition, but I have to keep my eye on the ball otherwise I might get easily distracted.
Ask learners to identify the idiom in the sentence, to guess what sport/game it first came from and what the correct meaning
might be. Encourage learners to check the meaning in the dictionary.

Learners work in small groups. Each group gets one idiom connected with sports and games (see examples below) and a large
sheet of paper. For example:
 To throw in the towel.
 To jump the gun.
 To go back to square one.
 To call the shots.
 To hit below the belt.
 To be on the ball.
Ask learners to find the idiom in the monolingual dictionary and write the example given (for example, if using the Cambridge
online dictionary, the example sentence is: Jim beat me for the fourth time, so I threw in the towel). They should also produce
two explanations, one correct and one wrong. Display all the idioms with their explanations around the classroom. Give each
learner a list of all the idioms. Learners work in the same groups, walk around the room and try to guess the correct meaning. At
the end check the correct meaning for all idioms. The group with the most correct answers wins.

Resources: a set of idioms connected with sports and games, large sheets of paper.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.7 Success

Unit 7.7 Success

Outline of unit:
In this unit, learners will explore the meaning of success in different paths of life, discuss their role models and evaluate successful inventions. Learners will
participate in a range of problem solving tasks and discussions to consolidate their fluency and accuracy.

Learners will discuss what it means to be successful. They will practise their reading skills for detail of an argument. Learners will be introduced to some common
stress patterns in compound adjectives and practise these adjectives by deciding on successful candidates for various acting roles. They will interview other
learners about their role models to practise their listening skills and note taking skills. They will be given an opportunity to improve their writing skills by using
prepositional phrases when writing a short biography. Learners will also evaluate how successful some inventions are and choose five inventions for a time
capsule. They will further develop the use of comparative adverb structures.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most of the detail of an argument in short and extended texts.

Writing
Use grammatical structures correctly, allowing for occasional mistakes.

Speaking
Pronounce familiar words and phrases clearly; begin to use intonation and place stress at word, phrase and sentence level appropriately.

Listening
Understand, with support, most specific information and detail of short and extended talk.

Use of English
Use a limited range of verb forms to ask questions to develop ideas and extend understanding.
Use an increasing range of prepositions preceding nouns.
Use an increasing range of participle adjectives and a range of adjectives in the correct order in front of nouns.
Use comparative and superlative forms with regular and irregular adverbs.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Rd.02 Understand, with Show learners a few pictures of famous people who failed before they succeeded (for example, Usain Bolt, Charles Darwin, Walt
support, the detail of an Disney, JK Rowling, Nelson Mandela, Vera Wang, Albert Einstein, Soichiro Honda). Elicit from the learners who the people are
argument in short and and what these people have in common.
extended texts.
Learners work in small groups. Ask them the following questions:
 What is important if people want to succeed?
 Why do people sometimes fail in life?
Check learners’ ideas with the whole class.

Tell learners they are going to read an article about a famous person who first failed (see examples above.). Divide the class into
two groups A and B. Each group reads the article. Group A finds answers as to why the writer thinks the famous person failed
(for example, too young, not enough experience, being too naïve, introducing the wrong product to the wrong people). Group B
finds writer’s opinions about why the famous person managed to succeed again (for example, thought of a new product, met a
mentor, determination, were lucky). Learners check their answers in pairs. Then learner A works with learner B. They tell each
other, in their own words, what they found out. Check answers with the whole class.

Learners work in the same pairs. Each pair is given a worksheet with True/False statements about the article. The statements
should target the writer’s opinions (for example, the writer feels that success if bad for young people, the writer feels sorry for the
famous person, the writer criticises the famous person’s behaviour in public). Learners discuss the answers from memory. They
then read the article again to confirm their answers. Learners should underline the answers in the text. Check answers with the
whole class. Ask learners to read aloud the text which confirms whether each statement is true or false.

At the end, learners work in small groups and discuss what factors contribute to success and whether they would like to become
successful.

Resources: pictures of famous people who failed before they became successful, a magazine/newspaper article about a famous
person who failed first before becoming successful, a worksheet with True/False statements about the article.

7Sc.03 Pronounce most words Divide the board into two halves and the learners into two groups. Give the first learner from each group a pen (or similar) and
and phrases clearly; generally give each learner a different compound adjective used to describe people (for example, well-behaved, self-confident, hard-
use intonation and place working). Select positive as well as negative adjectives. Each learner writes their adjective on the board. Don’t worry about the
stress at word, phrase and spelling at this point. Then the learners give the pen to the second learner in their group. Continue the dictation until all learners
sentence level appropriately. from each group have written an adjective. Now ask learners to check the spelling in the dictionary. Each group should check the
spelling of the other group’s answers and correct it on the board if necessary. The group with the fewest spelling errors wins.
7Ug.12 Use a range of
participle adjectives and a Learners work in the same groups. Now they focus on the meaning. Ask them to check the meaning. Each group makes two
limited range of compound posters. One with positive adjectives, the other with negative adjectives. Check answers with the whole class.
adjectives and comparative
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

structures to indicate degree Introduce a few stress patterns by drawing one big circle for the stressed syllable and smaller circles for syllables which are not
(e.g. not as...as, much...than). stressed. For example, . Divide the class into smaller groups. Each group matches adjectives to the correct stress
pattern. Check with the whole class.

Learners work in the same small groups. Tell them they are going to cast the main character for a new film. Give each group a
selection of pictures of people and one scenario card (which describes a character and type of film for example, The main
character in a love story or the main villain in a new action film). Learners develop the character using compound adjectives. At
the end, learners introduce the character they have chosen for their new film and explain why they think the person would make
a successful candidate.

Resources: a wide selection of pictures of people, scenario cards (describing a character and type of film).

7Wca.04 Use mostly accurate Ask learners to research a famous person they admire.
written language, but with
occasional mistakes. Learners work in pairs, referring to their research. Learner A is an interviewer. Learner B is the famous person they have
researched. Learner A asks learner B questions to try to work out who the famous person is. For example:
7Ug.01 Use an increasing  Are you still alive?
range of verb forms to ask  What do you do for a living?
questions to develop ideas  Where were you born?
and extend understanding.  What films have you been in?
 Are you popular all over the world?
7Uv.02 Use a range of Learners A should take notes of their partner’s answers. At the end, learner A has to guess who the famous person is. Then
prepositions preceding nouns. learners swap roles.

Learners work on their own. They use their notes and write a short paragraph about the person their partner admires (a mini
biography). When they finish, they give their paragraph to their partner to check whether all the information is correct. They give
each other feedback.

Now give each pair a set of cards. Some cards have prepositions (for example, by, for, in, at) and some nouns (for example,
ages, those days, the same time, the moment, chance, fun). Learners match the correct pairs to make prepositional phrases.
Check answers with the whole class. Encourage the use of a monolingual dictionary to check meaning. Each pair chooses one
prepositional phrase at random and makes a gapped sentence. Display and number these sentences. All learners complete the
sentences by adding the correct prepositional phrase to each gap.

Learners work in pairs and look at their mini biographies. They read the text together and try to insert as many prepositional
phrases as they can. At the end, they read aloud their mini biographies. Other learners listen and count how many phrases have
been used. The pair with the most points wins.

Resources: A task in which learners research somebody famous they admire; a set of prepositions and nouns (which together
make prepositional phrases often used when talking about somebody’s life).
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Ld.02 Understand, with little Write five verbs in a column on the board (for example, run, speak English, draw, spell, speak on the phone). Ask learners to
or no support, most specific copy the verbs. Tell them how you do these things compared to one of your friends (for example, My friend Ola can draw
information and detail of short beautifully, but I draw much less beautifully. In fact, I’m very bad at it. I started two years ago, but I don’t think I’ll keep this as a
and extended talk. hobby because I always get frustrated with myself.). Use a range of comparative adverbs in your short talk (for example,
fast/slowly, well/badly, loudly/quietly). Ask learners to listen to your talk and write how well you can do the things from the first
7Uv.03 Use comparative column. Then repeat the narrative, but at a higher speed. This time ask learners to write two extra details about each activity.
adverb structures (e.g. not as Learners check their answers in pairs before checking with the whole class. Write the correct adverbs next to the verbs on the
quickly as, far less quickly) board and highlight the use of the comparative adverbs. Learners work in pairs and discuss how they do things compared to their
with regular and irregular friends/siblings using the verbs in the first column.
adverbs.
Now show learners a picture of a time capsule and elicit what it is. Tell learners they are going to create a time capsule. This
capsule can only contain five inventions which have improved the way we live. Learners work in groups and discuss which five
inventions they will put in their time capsule (for example, We should definitely put a mobile device in. We can communicate
much more easily and quickly thanks to this invention. / Yes, but this means we don’t behave as patiently as before.).
Alternatively, give learners a list of ten inventions and they have to choose five from the list. At the end of this activity, learners
compare their selection with other groups and give their reasons.

Resources: a picture of a time capsule, a short narrative about how well two people can do various activities.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.8 In the news

Unit 7.8 In the news

Outline of unit:
In this unit, learners will explore the topic of global, national and local news.

Learners will further develop their listening skills of deducing the meaning of unknown words. They will also practise reported speech forms after watching a short
interview. Learners will discuss a range of headlines and predict the news story from each headline. They will practise their reading skills using authentic material.
Learners will further develop their writing skills through a range of activities. They will explore style, register and layout when writing an article. They will
consolidate their knowledge of verb forms in questions and interview people from their school. Learners will further practise expressing their opinion on the topic of
newspapers and journalism.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Understand, with support, most of the main points of short and extended texts.
Read independently a range of short, simple fiction and non-fiction texts with confidence and enjoyment.

Writing
Use appropriate layout for a limited range of written genres.

Speaking
Express opinions, feelings and reactions.

Listening
Deduce meaning from context, with support, in short and extended talk.

Use of English
Use a limited range of verb forms to ask questions to develop ideas and extend understanding.
Use a range of past simple active forms for habits and states and begin to use passive forms.
Begin to use simple forms of reported speech to report statements and commands.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Ld.01 Deduce meaning, with Ask learners what type of news we have. Elicit a wide range of topics and make a mind map on the board (for example, sports,
little or no support, from fashion, music, film, political, transport). Learners copy the mind map. Play a video of news headlines. Ask learners to tick the
context in short and extended type of news they hear. Then ask them to indicate if each news item is either about something good or bad. Play the video again
talk. if necessary. Check answers with the whole class.

Now tell learners that you heard some useful words in the video, but you can’t remember what they are exactly, that you can only
remember the meaning. Give learners one definition at a time (for example, A phrase which means very disappointing /
successful) then play the relevant news item. Learners listen to the news item and write the word they think matches your
definition. Continue by giving one definition for each news item. At the end learners compare their answers in pairs, before
checking with the whole class. If none of the learners get the correct word for some of your definitions, play the video again.

Resources: a video of news headlines.

7Ug.10 Use an increasing Ask learners a few questions. For example:

range of reported speech  What day is it?
forms for statements,  What are you doing after school?
questions and commands (e.g.  Where do you live?
say, tell) including reported  What countries have you visited?
requests. Learners give you their answer, turn to another learner and say: ‘I’m really sorry, but I’m feeling very tired. Could you repeat what
Pete has said?’. Encourage the learner to start the sentence by ‘He/She said that…’. Write a few of the answers on the board
(for example, Makiko said she was meeting her friend after school.). Highlight the use of reported speech forms in statements.

Then invite some learners to ask you questions and others to report it back to you. Write a few reported questions on the board
(for example, Ahmed asked me if I was happy today. Maryam asked me what time it was). Highlight the use of reported speech
forms in questions.

Divide the class into two groups. Group A watches a short news interview. Ask group B to wait outside the classroom. Then
group A waits outside, and group B watches a different interview. Then ask each group to rewrite the interview they have
watched using the reported speech forms.

When each group has finished, ask them to swap their reported interviews. Group A works with group B’s interview and group B
works with group A’s. Divide learners in each group into pairs. Each pair has to use the reported interview and turn it into direct
speech again. Each pair should then act out the interview using direct speech forms.

Invite one pair from group A to act out their interview. Then play the real interview which you showed group B at the start.
Compare how similar/different the pair’s interview is from the real interview. Do the same with one pair from group B.

Resources: two audios or videos of short (approximately one minute) interviews.

7Rm.01 Understand, with little Ask learners what type of news they follow and what they know about recent news items.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

or no support, most of the
main points of short and Put up newspaper headlines around the room. Learners work in small groups. They walk around the room and predict what the
extended texts. news might be about. After a few minutes, compare/listen to learners’ predictions.

7Ug.03 Use a range of past Learners work in the same groups. Give each group one article. Learners skim read the article and match it to the correct
simple active forms and an headline. They also check if their predictions were right.
increasing range of passive
forms. Ask learners to scan the same article and underline all the past simple verb forms. Elicit a few of these forms and write them on
the board (for example, The Prime Minister promised…, the bank was robbed…, people came to…, the bridge was damaged…).
Highlight the use of the active and passive past simple forms.

Learners work in pairs. Each pair is given a topic (for example, a bank robbery, an important invention by a teenager, a visit from
outer space) and a set of blank cards. Learners think of a short story on the given topic and write it down. Encourage the use of
past simple forms including passive forms. They then draw a cartoon strip which goes with their story.

Pairs swap their cartoon strips. Each pair takes it in turns and reads out their news story. The other pair listens and orders the
pictures from the cartoon strip in the correct order. At the end, learners check if the order of the pictures is correct.

Invite one pair to read aloud their news story. Other learners listen and shout ‘stop’ if/when they hear a mistake in the past simple
forms. Encourage peer correction.

Resources: a selection of newspaper headlines (these could include local, national as well as international news) and articles, a
set of topics a set of blank cards.

7Rm.02 Read a limited range Ask learners to bring a newspaper or magazine article that they recently enjoyed reading. Learners work in groups and tell each
of extended fiction and non- other what the article is about and why they enjoyed reading it.
fiction texts with confidence
and enjoyment. Learners look at the articles again. Give out a list of statements related to style, register and layout (for example, articles are
always very formal, don’t use paragraphs, you need a title, you should ask questions). Learners work in pairs and study their
7Wca.03 Use, with support, articles. They decide if the statements are true or false.
style and register appropriate
to a range of written genres. Tell learners they are going to produce a class magazine and write articles about the school. Divide the class into groups. Each
group picks a topic they are going to write about (for example, the school canteen, the school library, the school grounds, the
7Wor.03 Use, with support, gym, after school clubs.). They have to interview other students and staff to find out interesting information about the topic they
appropriate layout for an have chosen (for example, a bike was stolen last week from the school car park, the canteen is going to introduce more healthy
increasing range of written food options, a student has won a regional singing competition).
genres.
Learners compare notes and decide on a memorable headline. They write an article together and proofread it for mistakes.
7Ug.01 Use an increasing Display all the articles. Other learners read the articles and vote on the most surprising / shocking and the funniest piece of
range of verb forms to ask news.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

questions to develop ideas
and extend understanding. Resources: True/False statements about writing style, register and layout; topic cards.

7So.01 Express, with support, Divide the class into 3 groups. Each group nominates one person as an ‘envoy’. Put three sets of cards with gapped sentences
opinions and reactions and containing phrases of agreement, disagreement and giving an opinion (for example, I couldn’t ____more, I see what you ____,
begin to develop arguments, but…, I must ____), face down on the table at the front of the classroom. Tell learners their envoy gets one card at a time and
supported when necessary by brings it to the group. The whole group has to agree on the word that is missing and write it down on the card. The envoy then
reasons, examples and brings it back to you and if the word is correct, the group can get the next card. The group which has completed all the cards first,
evidence. wins. Give all learners a copy of all the gapped sentences on a worksheet and check answers with the whole class. Also check
what each phrase means.

Tell the class they are going to have a discussion with others in the group and give them a discussion topic (for example, we
don’t need printed newspapers anymore, being a journalist is one of the hardest jobs). Ask learners to walk around the
classroom with their worksheet. Play some music and stop it after a few moments. When the music stops, learners have to form
a pair with the learner who is standing next to them. Tell learners to work in their pair and tick off the phrases used in the
previous stage as they use them in their discussion. Start the music again. Learners have to stop the discussion and mingle
again. Then stop the music and give learners another statement to discuss. Repeat this a few times. At the end, ask learners
how many phrases from their worksheet they have used.

Resources: three sets of cards with gapped sentences (containing phrases of agreement, disagreement and giving an opinion),
a worksheet with all the gapped sentences from the card sets.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Unit 7.9 The digital world

Unit 7.9 The digital world

Outline of unit:
In this unit learners will explore the topic of the digital world and other technologies. They will also reflect on how these affect their own lives.

Learners will practise extracting information from graphs and charts and discuss the information using a range of pronouns, making comparisons with their own
lives. They will discuss their experiences of technology with others to practise the use of connectives. They will write a simple essay and will be encouraged to look
critically at their own writing and think of areas to improve. Based on a discussion of online safety, learners will further develop the use of modal forms. They will
practise their listening and reading skills through authentic materials. Learners will watch science fiction trailers to make predictions using a range of future forms.
They will also be encouraged to recognise the writer’s opinions and discuss their own experiences using participle adjectives.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 6:

Reading
Recognise, with support, the opinions of the writer(s) in short and extended texts.

Writing
Plan, write, edit and proofread short texts, with little or no support.
Express opinions and feelings.

Speaking
Link sentences using an increasing range of connectives.

Listening
Recognise, with support, the opinions of the speaker(s) in short and extended talk.

Use of English
Use a range of future forms, including present continuous and present simple with future meaning.
Use an increasing range of modal forms (e.g. needn’t [lack of necessity], should [advice], ought to [advice/obligation]).
Use an increasing range of participle adjectives and a range of adjectives in the correct order in front of nouns.
Use reciprocal pronouns (each other, one another) and a range of indefinite pronouns.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Us.02 Use a range of Draw a figure of a teenager on the board. Add a lot of thought bubbles around the teenager’s head. Ask learners what a typical
pronouns [demonstrative, teenager is interested in and write the words in the thought bubbles (for example, mobile devices, fashion, music). Elicit how
indefinite, reciprocal]. much of this is related to modern technology and social media.

Now show learners a chart or graph (for example, hours spent online, preferred type of phone). Encourage learners to make
sentences about the information from the diagram (for example, Almost every teenager in Europe is constantly online. Hardly
anybody uses a landline). Write them on the board. Highlight the use of pronouns.

Learners work in pairs. Give each pair one diagram. Ask them to write as many sentences about the information from the chart
or graph as they can. When each pair has finished, they tell the other pair what kind of chart or graph they have (for example, a
pie chart, a bar chart) and read aloud their sentences. The other pair has to draw a chart or graph based on these sentences.
When they finish, they compare their chart or graph with the original one. Learners give each other feedback (for example, We
said almost everybody, not a few teenagers).

Have a whole class discussion about the information from the diagrams. Ask questions like:
 What information was surprising/amusing/shocking?
 What activity do you think teenagers spend too much time doing/not enough time doing?
 Are teenagers in your country very similar/different? Why? Why not?
 What do you think needs to/will change in the future?

Resources: a selection of charts or graphs (for example, pie charts, bar charts, graphs) related to teenagers and modern
technology (for example, how much time spent on mobile devices / social media, how many teenagers have their own laptop, the
most popular social media sites).

7Sor.01 Link, with support, Put up large sheets of paper with headings (for example, mobile devices, digital devices, eBooks, the internet) round the
sentences into coherent classroom. Tell learners they have to think about the advantages and disadvantages of the things written on the sheets of paper.
extended talk using a range of Learners work in pairs, walk round the room and write one advantage and one disadvantage on each sheet of paper.
connectives.
Now write three sentences on the board:
 It’s light.
 It looks very nice.
 It costs a lot of money.
Ask learners to join these three sentences using connectives (for example, It’s light and it looks very nice. However, it costs a lot
of money). Elicit other connectives which could be used (for example, plus, also, but, unfortunately, nevertheless).

Learners work in groups. Each group is given one paper from the previous activity. Give learners a time limit and ask them to
write as many sentences as they can. At the end, ask the group with most sentences to read them out loud. Other learners listen
and check if the sentences are correct. The group with the most correct sentences wins.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

Ask learners to choose one technology that they use the most (for example, phone, internet, TV). Ask learners to imagine they
could not use this item for a day or a week. Ask them to write a diary of what would happen. Learners should think about:
 what would be more difficult
 what would be easier
 if they would have more free time as a result of not using the internet
 whether they would do activities they wouldn’t normally do.

Learners give short presentations and compare their experiences. Encourage the use of connectives.

Resources: large sheets of paper with headings.

7Wca.02 Generate ideas, Learners work in small groups. Give each group a cut-up essay related to topic of the digital world and ask learners to put the
plan, write, edit and proofread strips of paper in the correct order. Check the order with the whole class. Tell learners this text type is called an essay. Ask
extended texts, with support. learners to read the text and focus on the organisation of the essay. Ask learners to think about the following:
 Is an essay informal?
7Wc.02 Express opinions, with  Do you need paragraphs?
support, and begin to develop  Do you need to introduce the topic? In which paragraph?
arguments, supported by  Do you need to summarise what you think about the topic? In which paragraph?
reasons, examples and  Do you need to include examples of your opinion?
evidence.  Do you need to use simple or complex sentences?
 Do you need to use connectives?

Check answers with the whole class. Ask learners to give you examples from the text where possible.

Tell learners they are going to write about the advantages and disadvantages of using the internet. Write the essay title on the
board:
Can we live without the internet?
Learners work in groups and decide how many paragraphs they need and which advantages and disadvantages they want to
include. Learners write their essays. Encourage each group to proofread their essays and check their spelling and punctuation.

Groups swap their essays with another group. Give each group the checklist. Learners read the essays and give the other group
feedback using the checklist. Monitor and help where necessary.

Learners rewrite their essays.

Resources: several sets of a cut-up essay related to the topic of the digital world; a checklist for essays (including for example,
paragraphs, introduction, conclusion, advantages and disadvantages, examples, connectives and so on).

7Ug.07 Use a range of future Write the current year and the year 2050 on the board. Ask learners if they think things will be different in 2050. Elicit a few ideas
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

forms. on the board. Now show learners a science fiction film trailer suitable for the age group. Ask learners to watch the trailer and
notice the differences between what we do nowadays and what people might do in the future. Learners should only write the
examples down after the trailer is finished. They compare their lists in pairs. Elicit the examples and the use of will/won’t forms
(for example, people will live together with aliens, we’ll travel in spaceships instead of planes, we won’t live on planet Earth,
machines will make all our food). Highlight the use of the future forms.

Learners work in pairs. Give them a set of cards with topics of different aspects of life (for example, food, transport, money,
houses, holidays). Each pair makes more sentences predicting the future. Check learners’ ideas with the whole class. Encourage
peer correction if necessary.

Resources: a sci-fi trailer, a set of cards with different aspects of life.

7Ug.11 Use a range of modal Ask learners how often they use the internet, what for and whether they think being online can be dangerous.
forms for a range of functions: Dictate the following words to learners:
obligation, necessity,  passwords
possibility, permission,  making friends
requests, suggestions,  sharing information
prohibition.  meeting people
 posts
7Lo.01 Recognise, with little or  personal information
no support, the opinions of the
 settings.
speaker(s) in short and
extended talk.
Learners work in small groups and discuss what dangers there are and what they would/can do to avoid them. Get whole class
feedback. Write a few suggestions of what students would do to avoid some dangers on the board. Now write a few modal forms
of obligation and prohibition on the board (for example, need to, should, mustn’t, aren’t allowed to, and so on). Ask learners to
transform their suggestions using different modal verbs (for example, Use punctuation marks in your passwords to make them
more secure – You should use punctuation marks in your passwords). Discuss how strong the obligation is (for example, You
mustn’t share your personal details online – very strong; you should keep your personal information private – less strong).

Learners work in groups. Give each group a large sheet of paper. Ask learners to discuss how to stay safe online, evaluate
which rules are the most important, select the top five ‘golden rules’ and create a poster with the title 'How to stay safe online’.

Each group presents their poster to the class and justifies their choice of five golden rules.

Now show learners a short audio or video dealing with online safety. Ask them to write what the speaker(s) advises to do or not
to do. At the end, learners compare the speaker(s) opinions with their own rules.

Resources: large sheets of paper, a short audio or video of somebody giving a talk about online safety.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of Work

Learning objectives Suggested teaching activities

7Ug.12 Use a range of Write the following activities on the board:
participle adjectives and a  staying in a hotel
limited range of compound  buying something online
adjectives and comparative  eating out in a restaurant
structures to indicate degree  going to a concert
(e.g. not as...as, much...than).  reading a book.
Learners work in pairs. Ask them to discuss which of these activities they have done, what happened and how they felt.
7Ro.01 Recognise, with little
or no support, the opinions of Elicit answers from one pair and write the participle adjectives they use (for example, disappointing, exciting, surprising, boring;
the writer(s) in short and disappointed, excited, surprised, bored). Highlight the use of participle adjectives. Now continue asking other learners what
extended texts. happened and how they felt, but this time, they can only mime. Other learners have to guess by asking questions (for example,
Was it disgusting? Did you feel bored?).

Now tell learners that some people write about their experiences online. Elicit the idea of online reviews. Tell learners that they
are going to read a few online reviews. Give each learner one of the reviews and two minutes reading time. Encourage learners
to read quickly and only focus on the following:
what the review is for
whether the person was satisfied, or dissatisfied, and why.
When the time is up, allow learners to write notes. Then ask learners to pass on the review they have read clockwise. Repeat the
procedure until learners have read all the reviews. Learners compare answers in pairs before checking with the whole class.

Learners write an online review, post or blog about the experience they discussed at the start of this activity. Encourage the use
of participle adjectives.

Resources: a range of short online reviews (for example, restaurant, hotel, book, concert), a timer.
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of W

Sample lesson 1

CLASS:

DATE:

Learning objectives 7Wca.03 Use, with support, style and register appropriate to a range of written
genres.

7Wor.03 Use, with support, appropriate layout for an increasing range of written
genres.

Lesson focus / Learners will evaluate two different written genres and find examples of features
success criteria required for each of the genres. They will explore language appropriate for informal
and formal register. They will practise writing a story and formal letter.

Prior knowledge / Previous Learners have studied different written genres before and will be aware of some of
learning the features which appear in these genres. They have also practised writing a short
story and an email before so this lesson will further consolidate their writing skills.

Plan

Timing Planned activities Notes

Introduction Ask learners what type of texts they read in their everyday life. Elicit Resources:
different types of written genres and put them in a mind map on the board a selection of
(for example, stories, messages, notes, magazine articles, information different text
10 minutes leaflets, reviews). types
connected with
Put up several examples of different types of written genres connected sport (for
with sport around the room. Learners work in pairs, walk around the room example, a
and identify the genres. story about a
competition,
Learners work in the same pairs. Point to a genre on the mind map. an informal
Learners have to take an example of the genre from the wall. Award email about a
points for correct selection and penalty points. At the end, the pair with sports event,
most points wins. review of a
match, a
formal
complaint
about a sports
event).
Main activities Learners work in groups. Give each group two different genres of texts Resources:
from the previous activity (for example, a story and a formal email of a tick sheet to
complaint). Give each learner a tick sheet focusing on style, register and analyse two
layout, for example: different
writing styles,
story formal email one picture of
Title a teenager
Greetings and one
Opening / closing paragraphs picture of a
Short forms (for example, I’m, you’d) middle-aged
Phrasal verbs and idioms person; large
Direct speech sheets of
paper.
Ask learners to look at the two texts and decide which categories appear
15 minutes in each text. Learners put a tick next to each heading from the tick sheet
and find examples in the text (for example, greetings – Dear Mr. Davis,
Yours sincerely). They compare their answers in their groups. Check
answers with the whole class.

Now put two pictures on the board. One picture of a young teenager in

44
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of W

Timing Planned activities Notes

casual clothes, the other picture of a middle-aged person dressed in a
suit. Ask learners if they would use the same language when talking to
these people. Elicit the idea of formal and informal registers. Then ask
learners to scan the texts again and underline examples of words and
phrases which are appropriate for formal and informal registers (for
example, Yours sincerely, he yelled, What’s going on?, We would really
appreciate that, Hang on a minute, No way!, As you requested, Yeah –
that’s right, We would be grateful if…).

Divide learners into two groups and give them large sheets of paper.
15 minutes Group A will write a story and group B will write a formal email on the
same subject. For example: Group A writes a story which begins with the
sentence ‘I’ve never liked sports days, but something told me this time
was going to be…’. Group B writes an email to the principal. They should
thank him/her for organising the sports day, say what they enjoyed and
suggest some improvements for next time.

When learners finish their piece of writing, they swap with the other group.
Ask learners to look at their tick sheet from the beginning of this lesson
and evaluate the other group’s piece of writing. Each group checks
against the tick sheet whether the other group included the appropriate
style, register and layout for this genre. Then they highlight the words and
phrases in each piece of writing which are appropriate for informal and
formal registers.

Have whole class feedback about what each group did well (for example,
10 minutes the use of direct speech in the story, a very interesting title) and what they
need to improve (for example, use phrasal verbs, don’t use short forms in
formal emails, divide your writing into clear paragraphs).

This activity can be extended by learners rewriting their first draft and
focusing on the areas other learners highlighted during the feedback
session.

End/Close/ Teacher gives learners their learning diary. A learning

Reflection/Summar diary to record
y Learners write what they have practised in the lesson. learner’s
progress and
10 minutes They put an emoji (for example  or  ) next to each objective to indicate self-
how they feel about their own progress. assessment.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions about your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps
What will I teach next based on learners’ understanding of this lesson?

45
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of W

Sample lesson 2

CLASS:

DATE:

Learning objectives 7Ld.01 Deduce meaning, with little or no support, from context in short and
extended talk.

7Sc.02 Ask questions to find out detailed information and to clarify meaning and
opinion on a wide range of topics and respond accordingly.

Lesson focus Learners will watch TV news to deduce meaning from context and deduce meaning
of unknown vocabulary. They will to ask and answer a range of questions within an
interview role-play

Previous learning Learners have had practise of listening for general ideas. They have deduced
meaning from context (in a written text) and are familiar with question forms.

Plan

Timing Planned activities Notes

Introduction Put up pictures showing different types of news. A selection of
pictures showing
Learners work in small groups and speculate what the topic of the different types of
10 minutes lesson is, whether they will practise vocabulary/grammar/pronunciation news.
and what skills they will work on.

Write learners’ ideas on the board to be checked at the end of the

lesson.

Main activities Ask learners what type of news we have. Learners work in small groups A video of news
to discuss. Take class feedback. Elicit a wide range of topics and make headlines, a list of
10 minutes a mind map on the board (for example, sports, fashion, music, film, definitions of
political, transport). Learners copy the mind map. difficult words, role
cards (based on
Play a short video of news headlines. Ask learners to tick the type of the news items).
news they hear. If the type of news is missing, they add it to their mind
10 minutes map. Check answers with the whole class.

Play the video again and ask learners to note whether each news item
mentioned in the news headlines is about something good or bad. They
put their answers next to each news type on their mind map. Learners
check in pairs before checking with the whole class.

Ask learners if they understood all the words in the video. Write on the
board one of the sentences from the video which contains a difficult
word. For example:
A huge lorry skidded off the road early in the morning, resulting in the
road being closed for several hours.

Underline ‘skidded’ and elicit some strategies to deduce meaning. For

example,
It’s a verb. It’s connected with ‘lorry’ and ‘road’. It’s a negative meaning
because the road was closed as a result of this.
Learners then guess the meaning.

Give learners a list of definitions of some of the more difficult words from
the video. Learners watch the video again and try to match the correct
10 minutes word with each definition. Pause the video after each news item to give
learners time to confirm with their partner. Play video again, if
necessary.
46
Cambridge Lower Secondary English as a Second Language (0876) Stage 7 Scheme of W

Timing Planned activities Notes

Learners check their answers (and the spelling) in a monolingual

dictionary. Check answers with the whole class.

Learners work in pairs. Give each pair a role based on the news
headlines. For example, you are the politician being interviewed by a
15 minutes journalist about your work or you are the musician being interviewed by
a journalist about your first album.

Learners practise their role-plays. Monitor and note mistakes made in

question forms.

Each pair acts out their role-plays in front of the whole class. Other
learners listen and guess who the journalist is interviewing.

Write a few of the questions containing mistakes on the board. Learners

work in pairs and correct the mistakes. Invite learners to correct the
mistakes on the board.

End Ask learners to look at their predictions about the lesson aim and focus Sticky notes and
Reflection from the start of the lesson. two large sheets
Summary of paper.
Give each learner two sticky notes. Leaners pick one easy thing and one
5 minutes difficult thing from the lesson objectives and write these on each sticky
note. Put up two large sheets of paper. One reads ‘I can’ and the other
one ‘I can’t yet’. Invite learners to stick their sticky notes on the correct
sheet of paper.

Explain to learners’ that they will review their learning regularly to see if
they want to move some of the ‘I can’t yet’ sticky notes to the ‘I can’
poster to try with the aim of clearing the ‘I can’t’ poster completely.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left
about your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps
What will I teach next based on learners’ understanding of this lesson?

47
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