• Teach Dictionary skills  
• Consolidation of Parts of Speech (handout activities) 
• Build Comprehension skills 
• Teach basic literary terms 

• Find meaning of unknown words, learn synonyms/antonyms/derivatives – use new vocabulary in context 
• Understand basic comprehension questions, spot keywords and make predictions. Follow skimming and scanning process to find answers in a text and make inferences using clues and critical thinking skills.  
• Teach importance of POINT-EVIDENCE-EXPLAIN when answering questions 
• Distinguish between author and narrator, identify genre of a text, find setting, describe main characters, find theme and moral of a plot 

• Informal letters/Emails (Oxford International English 1, Booklet texts and theory) 
• Fiction texts (Oxford International English 1, Booklet) 

• Identify informal letter/email features and structure (alongside relevant writing sessions): 

• Informal register 
• Emotive language 
• Chatty phrases 
• Punctuation 
• Short sentences 
• Subject pronoun omission etc. 

• Through fictional readings Ss will be able to consolidate basic literary terms taught so far and enrich their vocabulary. Also, they will start examining writer’s techniques and understand how they affect a reader’s understanding of a text and the effectiveness of a text.  
• After the analysis of the content and language used in a text, Ss will be able to answer comprehension questions using POINT-EVIDENCE-EXPLAIN, critical thinking skills and quotations. 

• Reading and Comprehension sessions will be conjoined 

• Understand basic literary terms and build comprehension skills 
• Ss will be taught how to take notes on a text which will be of use when composing a book report (written or oral) 
• Suggestion of novels based on Ss’ level of English  

• 1st Book Report – Written (Ss’ personal choice of novel) 

• The year’s ultimate goal is to cultivate a deep pleasure for reading and encourage Ss to become more open-minded, imaginative and knowledgeable through the interpretation of different book genres.  
• Weekly monitoring of Ss’ notes 
• Silent reading in class 
• Implementation of extra resources to enable a better understanding of characterization in a book, use of writer’s techniques and summarizing 
• Clear guidelines and points to be covered in a written book report – Explain importance of evidence and examples to support opinion 

*Use Booklet to assign weekly activities which will facilitate their final book report writing process 

• 2nd Book Report – Written (Ss’ personal choice of novel) 

• Present Simple 
•  Present Continuous 
•  Stative Verbs            (Round Up  4, GrammarWay 3 copies) 

• Present Simple 

• Form, Time expressions, Spelling Rules 
• Adverbs of frequency 
• Uses: e.g. daily routines, habits, timetables, general truths, permanent states, commentary etc. 
• Role play/Interviews talking about habits/routines 

• Present Continuous 

• Form, Time expressions, Spelling Rules 
• Uses: action in progress, annoying habits, future arrangements, temporary situation etc. 

• Stative Verbs 

• Explain difference between Action vs Stative Verbs 
• Use with Present Simple 
• Different meaning when used with Pres. Continuous 

• Past Simple,  
• Past Continuous         (Round Up  4, GrammarWay 3 copies) 

• Past Simple  and Past Continuous 

• Form 
• Spelling Rules: Regular/Irregular Verbs 
• Time expressions 
• Uses (past experiences, memories, prepare for Narrative writing) 
•  ‘Used to’ vs ‘would’ for past habits and other uses of ‘use to’ 

• Letters/Emails        (Booklet, Oxford International English 1) 

• Identify different styles of letters/emails  
• Focus on informal letters/emails structure and techniques like chatty phrases, emotive language, informal register, appropriate opening and closing, punctuation, tone, short sentences, subject pronoun omissions etc. 
• Produce writing tasks based on personal experiences or as a response to a text 

• Diaries                      (Booklet, Oxford International English 1) 

• Examine a diary entry’s structure, personal tone, emotive language and reflective nature 
• Compose diary entries in response to a text – combine with novel activities in reading sessions based on a character’s life incidents 

• Interviews                  (Oxford International English 1) 

• Teach basic form of an interview and explain how tone changes based on interviewee and audience 
• Write intriguing interviews (combine with Present Simple grammar sessions or as a reading session novel activity) 

• Fiction texts (Oxford International English 1, Booklet) 
• Extra resources to accompany and strengthen Narrative and Descriptive Writing sessions 

• One of the basic writer’s techniques examined will be figurative language (simile, metaphor, personification etc.). Ss will initially be asked to identify examples of figurative language until they finally manage to produce some of their own in their writing sessions. 
• An understanding of deeper meanings and more complex interpretations will be gradually achieved by Ss 
• Ss will be taught features of narrative, personal narrative and descriptive texts and they will see how different literary devices are used effectively. Some aspects to be addressed are: 

• Setting 
• Atmosphere 
• Suspense 
• Tone 
• Characterization 
• Imagery  
• Sensory language 
• Cohesion of events/Smooth storyline (plot mountain, flashbacks, twists, climax) 

• 3rd Book Report: Oral (Ss’ personal choice of novel) 

• Apart from taking notes and preparing tasks based on the conventional Book Report structure, Ss will have their first chance to practice their Oral Presentation skills. The aim is to build skills and confidence in order to speak in front of an audience, presenting their opinions/thoughts with the support of examples and quotations from a book. 
• Ss will be encouraged to work on presentation skills like: 

• Body Language  
• Time Management 
• Tone 
• Eye Contact 

• Presentation with visual aids or realia 

• 4th Book Report: Book-based activities (Ss’ personal choice of novel) 

• Encourage independent reading and allow creativity and development of critical thinking through more creative activities. Ss will be able to expand on their thoughts without the limitation of specific Book Report points. 

• Present Perfect Simple  
• Present Perfect Continuous  (Round Up  4, GrammarWay 3 copies) 

• Present Perfect Simple 

• Form, Time expressions 
• Uses: e.g. personal experiences, recent completed actions, recent past actions that affect my present, past actions that are still in progress etc. 
• Role play/Interviews talking about personal experiences 

• Present Perfect Continuous 

• Form, Time expressions 
• Uses: past actions that are still in progress, or results are visible in the present 

• Compare and contrast with Past Simple and Continuous 

• Past Perfect Simple 
• Past Perfect  Continuous (Round Up  4, GrammarWay 3 copies) 

• Past Perfect Simple 

• Form, Time expressions 
• Uses: e.g. past actions which were completed before a later past timepoint 
• Stress importance of use in narratives 

• Past Perfect Continuous 

• Form, Time expressions 
• Uses: past actions that were still in progress during a later past timepoint, past actions whose results were visible in the past 

• Compare and contrast with Past Simple and Continuous 

• Narrative Writing 

• Introduce different genres through short stories 
• Complete shorter tasks in order to be able to write complete narrative assignments in a specific genre 
• Practice features of narrative writing: 

• Plot mountain (how to write catchy openings/hook, climax, twist) – also, introduce flashbacks  
• Invent convincing characters and work both on appearance description but also, personality and actions (use of adjectives, protagonist vs. antagonist, details relevant to the storyline) 
• Setting and Atmosphere (use of sensory language, imagery – show don’t tell technique, powerful verbs, adjectives, adverbs, punctuation, tone based on genre etc.) 
• Tension/Suspense 
• Perspective 

• Personal Narrative Writing 

• Emphasize the personal tone of this style and introduce it through in-class activities that will help Ss come up with important life events to write about 
• SOS! Perspective: Use of 1st person ONLY 

• Descriptive Writing (taught alongside Personal Narrative writing as part of describing a personal and memorable event) 

• Read short descriptions in order to help Ss understand that descriptions could involve people, places, objects, scenes etc.  
• This writing process could be described as a zooming in procedure: Ss need to understand that descriptive writings mainly evolve around a more specific concept rather than a broader picture 
• Emphasis should be given to imagery, sensory language, details – use of adjectives, adverbs, powerful verbs, show don’t tell technique, use of figurative language 

Term 3 

• Study of a common Literary Novel 

(Born to Run – Michael Morpurgo) 

• *Reading:  

• Promote sensitivity towards animal abuse and give emphasis to the deep relationship between animals (dogs) and humans.  
• Issues such as loyalty, family, home, decision making, and illegal dog trade and racing will be analyzed in depth.  
• Discussion on character development and relationships, point of view, atmosphere and turning points 
• Ss will be able to further enrich their vocabulary and analyze the use of language and writer’s techniques learnt so far during class discussions but also, by answering comprehension questions as well as critical thinking and opinion ones 

• **WRITING:  Further practice of styles taught throughout the school year in order to revise and consolidate all skills needed for the final exams – Letters, diary entries, interviews, narratives, personal narratives, descriptions  

• Supplementary reading texts (Oxford International English 1, Booklet) 

• Revise styles and techniques taught throughout the year as preparation for the final exam 
• Boost vocabulary 

• Future Tenses (Round Up  4, GrammarWay 3 copies) 

• Presentation of all future forms along with their specific forms and uses 

• Present Simple 
• Future Simple 
• Be + going to + infinitive 
• Present Continuous 
• Future Continuous 

• Future time clauses 

• Revision of all units 

• Consolidation of all Grammar units; addressing challenging areas and preparing for final exam. 

• Study of a common Literary Novel 

(Born to Run – Michael Morpurgo) 

• See above (Reading Session)**