Scheme of Work

Cambridge O Level
English Language 1125
for centres in Mauritius
For examination from 2024
© Cambridge University Press & Assessment 2022 v1
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press & Assessment is a department of
the University of Cambridge.

Cambridge University Press & Assessment 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
1 Reading a variety of texts.................................................................................................................................................................................................8
2 Reading for facts, ideas and opinions............................................................................................................................................................................11
3 Reading for meaning......................................................................................................................................................................................................14
4 Summary tasks..............................................................................................................................................................................................................19
5 Key writing skills.............................................................................................................................................................................................................23
6 Directed Writing..............................................................................................................................................................................................................30
7 Discursive / argumentative / persuasive writing.............................................................................................................................................................37
8 Descriptive composition.................................................................................................................................................................................................43
9 Narrative composition....................................................................................................................................................................................................49
10 Speaking......................................................................................................................................................................................................................54
Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there
is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge O Level courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below gives some guidance about how many hours we recommend you spend on each area.

Topic Suggested teaching time (hours / %) Overview

This unit explores a range of examples of fiction and

1 Reading a variety of texts 6 hours / 5% non-fiction texts, broadening understanding of ideas
including genre, audience and the writer’s craft.

This unit explores how to identify, evaluate and

2 Reading for facts, ideas and opinions 6 hours / 5% respond to the main ideas of a text, for example to
distinguish fact from opinion.

This unit explores the difference between literal /

explicit meaning and implicit / inferential, moving
3 Reading for meaning 24 hours / 18%
learners from understanding meaning to analysing the
intended effect.

This unit targets key skills and understanding for the

4 Summary tasks 18 hours / 14%
selective summary tasks.

5 Key writing skills 12 hours / 9% This unit consolidates existing skills and is designed
to build confidence in the basics of English language,

4
 Scheme of Work

Topic Suggested teaching time (hours / %) Overview

including parts of speech, types of sentences and

sentence structure, paragraphing, grammar and
spelling. It introduces learners to ideas of audience,
tone and register, as well as how writers make use of
language for effect, for example through imagery.

This unit explores different forms and conventions of

6 Directed writing 18 hours / 14% directed writing responses (speeches, letters and
articles).

This unit explores examples of argumentative /

discursive / persuasive writing, encouraging learners
7 Discursive/argumentative/persuasive writing 12 hours / 9%
to analyse the key features and inform the decisions
they make in their own writing.

This unit explores examples of effective descriptive

writing, encouraging learners to analyse and use a
8 Descriptive composition 12 hours / 9%
range of descriptive texts to inform and inspire their
own writing.

This unit explores examples of effective narrative

writing, encouraging learners to analyse and use a
9 Narrative composition 12 hours / 9%
range of narrative texts to inform and inspire their own
writing.

This unit targets key skills and understanding for the

Individual talk and Conversation tasks. It can be
taught as a free-standing unit and/or incorporated
10 Speaking 10 hours / 8%
where opportunities to practise speaking skills arise
naturally. Further opportunities for developing
speaking skills are also included in units 1–9.

5
Scheme of Work

Resources
You can find the endorsed resources to support Cambridge O Level English Language 1125 on the Published resources tab of the English Language 1123 syllabus
page on our public website. These resources are also applicable for the 1125 syllabus.
Endorsed textbooks have been written to be closely aligned to the syllabus they support and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resources to be used alongside this scheme of work as they cover each learning objective. Throughout
this scheme of work we have referred to our Cambridge O Level English Language 1123 past papers. These past papers and other relevant teaching resources can be
found on the School Support Hub. In addition to reading the syllabus, teachers should refer to the specimen assessment materials.
Tools to support remote teaching and learning – Click here to find out about and explore the various online tools available for teachers and learners.

School Support Hub and Mauritius School Support website

School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other learning resources. Specimen and past question papers and mark schemes for 1125 will be available on Mauritius School Support. This
scheme of work is available as PDF and an editable version in Microsoft Word format. If you are unable to use Microsoft Word you can download Open Office free of
charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International is not responsible for the accuracy or content of
information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site's owners
(or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

6
 Scheme of Work

How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
This scheme of work for the Cambridge O Level English Language syllabus and provides some ideas and suggestions of how to cover the content of the syllabus.
We have designed the following features to help guide you through your course.

Learning objectives help your learners by making it

clear the knowledge they are trying to build. Pass
these on to your learners by expressing them as ‘We
are learning to / about…’. Suggested teaching activities give you lots of
ideas about how you can present learners with
Assessment new information without teacher talk or videos.
Learning objectives Suggested teaching activities
objectives (AO) Try more active methods which get your learners
motivated and practising new skills.
AO2 Writing Appreciate and be Give learners a selection of extracts from 2 or 3 texts with (labelled) different tones and ask them to:
able to write in a  define what they think is meant by ‘writer’s tone’
W4 use Independent
variety of tones  list as many more writing tones as they can.
register study (I) gives
appropriate to Speaking and Can they reach 10? (F) your learners
context listening the opportunity
Extension activities provide your Extension activity: learners move around the classroom looking at further examples, e.g.
more able learners with further http://examples.yourdictionary.com/examples-of-tone-in-a-story.html of different writing tones  formal to develop their
challenge beyond the basic content of and informal, sarcastic, ironic, humorous, tongue-in-cheek, conversational. own ideas and
the course. Innovation and understanding
independent learning are the basis of Learners find their own example(s) of one or more tone(s). This can be completed using a class bank with direct input
these activities. of various short extracts from texts (printed) and / or online articles. from you.
They then rewrite a short passage in a different tone, or identify by underlining what would need to
change to alter the tone. (I)

Past and specimen papers

Formative assessment (F) is on-going assessment
which informs you about the progress of your learners.
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational/support
Don’t forget to leave time to review what your learners
Past papers, specimen papers and mark schemes have learnt, you could try question and answer, tests,
are available for you to download at: quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
www.cambridgeinternational.org/mauritius activities can be found in the scheme of work.
Using these resources with your learners allows you to
check their progress and give them confidence and
understanding.

7
Scheme of Work

1 Reading a variety of texts

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Distinguishing In pairs, learners examine two fiction and two non-fiction texts.
between fiction and
R5 select and use Learners make a list of features which distinguish between the two texts and swap lists with their partner.
non-fiction
information for
Groups of learners then make a list of features of any text, both fiction or non-fiction. They swap with other groups
specific purposes
who identify the genre against each item in the list.
Listen to and compare the statements in the link below and discuss with which ones learners agree or disagree
with: www.differencebetween.net/miscellaneous/difference-between-fiction-and-non-fiction/

AO1 Reading Developing an Learners discuss their favourite books and what they are currently reading, giving brief reports on a text of their
interest in reading choice. Learners bring a book / magazine / website page with them to share with the class.
R5 select and use
and an appreciation
information for Learners write a short paragraph about the books of three other learners, saying why they were persuaded by the
of its benefits
specific purposes speaker to read that particular book. This activity could also be completed as a discussion, either with the whole
class or in groups.

AO1 Reading Identifying different Learners make a list of genres within fiction texts. Can they list 10?
genres of fiction and
R5 select and use Read http://writing.colostate.edu/gallery/multigenre/genrelist.html and then ask learners to make two columns
non-fiction texts
information for headed ‘fiction’ and ‘non- fiction. Learners assign each item in the above website to the appropriate column and
specific purposes report back to the rest of the class.

AO1 Reading Group discussion In groups, learners examine at least four fiction texts, each from a different genre.
R3 analyse, evaluate Remind learners that genre is a kind of text and different genres have different kinds of setting and characters.
and develop facts, Elicit different genres from learners before you give examples or ask them to choose some from the school library.
ideas and opinions,
Learners discuss their preferences explaining why and giving examples of books they have read, e.g. historical,
using appropriate
folklore etc.
support from the text
R5 select and use
information for
specific purposes

AO1 Reading Identifying different Elicit what learners understand by each of the following terms in fiction:

8
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

genres of fiction texts  character

 setting
R3 analyse, evaluate  theme
and develop facts,  plot.
ideas and opinions,
using appropriate Match definitions to the words in the above list either using cards or worksheets.
support from the text
Learners identify key features in each of their four genres from the previous activity. Use the following questions to
prompt:
 What kind of character would they expect in that genre?
 What kind of setting?
 Theme?
 Plot?

AO1 Reading Evaluating fiction Learners list the features of one genre and present to the class or ask other learners to add any other ideas.
texts
R3 analyse, evaluate For further study, learners write a short commentary on the key features (as identified above) of at least one of
and develop facts, their given genres of fiction texts. (I)
ideas and opinions,
using appropriate
support from the text

AO2 Writing Writing about fiction Learners invent a title for a fiction text in any genre and write a blurb for their imaginary text (maximum 50 words).
texts Both title and blurb should reflect the chosen genre.
W1 articulate
experience and Learners redraft their blurbs so that they can be used as classroom displays. (I)
express what is
thought, felt and
imagined

AO1 Reading Identifying different Learners go back to the list of text genres: http://writing.colostate.edu/gallery/multigenre/genrelist.html
genres in non-fiction
R5 select and use They should already have identified which of these are non-fiction. Learners take at least four non-fiction genres
texts
information for and identify its key features with a partner.
specific purposes

AO1 Reading Understanding Learners work with a partner and discuss the different audiences addressed in a selection of non-fiction texts.
audience in non- Texts from the school library may be used  autobiography, travel, sport, biography, etc.
R5 select and use
fiction texts
information for

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Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

Learners share their ideas as a class.

specific purposes

AO1 Reading Identifying key Learners examine at least four non-fiction texts, each from a different genre.
features of different
R5 select and use They then write a short commentary on the key features of at least one of these non-fiction texts. Texts from the
genres of non-fiction
information for school library may be used  autobiography, travel, sport, biography, etc.
texts
specific purposes

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

10
2 Reading for facts, ideas and opinions

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Distinguishing fact Learners consider a range of extracts from different text types, e.g. newspaper articles, reviews, transcripts of
from opinion speeches, informative leaflets, advertisements etc.
R3 analyse, evaluate
and develop facts, Learners categorise the extracts according to function, e.g. offering factual information, opinions, advice, criticism
ideas and opinions, or warnings. Elicit from learners how they could:
using appropriate  distinguish fact from opinion
support from the text  distinguish fact from advice
 distinguish fact from criticism
 distinguish fact from warning.
Learners revisit one of the texts from a previous activity, e.g. a short newspaper article, to find and write down six
facts. They then compare the facts selected by other learners. (F)
Extension activity: write a short passage of personal writing (no more than 100 words) which contains at least six
facts. Possible topics could include: ‘My Family’, ‘My Pet’. (I)
Learners swap with a partner who has to find and write down six facts from their partner’s writing. (F)
Then learners write a short discursive passage of no more than 150 words which contains at least six facts.
Possible topics could include: ‘The internet’ ‘My Country’. (I)
Learners swap with a partner who has to find and write down six facts from their partner’s writing. (F)

AO1 Reading Identifying opinions Give groups a list of single words, some of which suggest opinion, e.g. ‘delicious’, and others which are factual,
e.g. ‘green’. Learners write each word in either the ‘opinion’ column in their notebooks or the ‘factual’ column.
R3 analyse, evaluate
and develop facts, Working with a partner, learners produce a list of 10 value judgement words and 10 factual words.
ideas and opinions,
Learners write five opinion statements of their own. Swap with a partner and discuss.
using appropriate
support from the text Learners complete research online and read a range of explanations about distinguishing between fact and
opinion. For example: www.k12reader.com/worksheet/is-it-a-fact-or-an-opinion/view/
http://writing.colostate.edu/guides/teaching/co300man/pop12d.cfm
www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=85812&section=3.2
Interview a partner in another pair/group – What did you learn? (F)
Extension activity: learners create a brief, ‘How to... guide’ for spotting opinion in a text.
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Evaluating opinions Learners read a newspaper or magazine article and discuss its contents, identifying any opinions, advice, criticism
and attitudes or warnings given by the writer. For example, is the writer in favour of the actions of a particular person, or in
R3 analyse, evaluate
favour of a particular social trend? The writer’s standpoint on a particular issue will probably result in the writer
and develop facts,
offering opinions, advice, criticism or warnings. (F)
ideas and opinions,
using appropriate Learners identify any opinions, advice, criticism or warnings and write down 3–5 sentences / phrases / words
support from the text which make the opinions, advice, criticism or warnings clear.
Learners share their evidence with other groups and agree:
 the opinion(s)/attitude(s) evident in the text
 the strongest pieces of evidence to support their evaluation.
Learners present a short oral commentary on the newspaper article, in which they explain with reference to the
text how the writer’s opinions, advice, criticism or warnings are made clear.
Extension activity: write a short email to the writer/persona in the text explaining why they do, or do not, agree
with their opinion/attitude.

AO1 Reading Recognising differing Learners hot seat characters from a text they know well and or a short story:
attitudes www.responsiveclassroom.org/the-hot-seat/
R2 demonstrate
www.teachingenglish.org.uk/article/hot-seat-0
understanding of
implicit meanings They should explore the characters’ feelings and reactions to an issue in the text, or a contemporary global issue,
and attitudes then:
 create character files for two characters’ opinions using evidence from and reference to the text for their
R3 analyse, evaluate
interpretation
and develop facts,
 write and perform to the class a dialogue between two of the characters to demonstrate the attitudes and
ideas and opinions,
opinions of the two characters in relation to the issue.
using appropriate
support from the text Audience feedback should be in relation to how realistic/appropriate the dialogue was in relation to what they know
about the characters. (F)

AO1 Reading Evaluating ideas Learners research information about their town, area or country, collecting material from a variety of genres and
media, e.g. websites, leaflets, video clips. They should decide which information and which qualities of the place
R3 analyse, evaluate Considering intended
would most appeal to each of these potential visitors and why:
and develop facts, effect at word level
 families with young children
ideas and opinions,
 business people
using appropriate
 retired people.
support from the text
Learners write a brief advertisement/infomercial, e.g. 30–50-word radio advert / social media post to influence their

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 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading target audience to visit.

R4 demonstrate Learners swap adverts with other pairs, who underline 3–5 words/phrases they think could be made more
understanding of appealing to the intended audience.
how writers achieve
With the same target audience, learners share feedback and discuss their ideas for words/phrases that suggest
effects and influence
the kind of quality/atmosphere that would appeal to their audience. Learners then rework their advertisements and
readers
either share with other learners or perform in groups.
Learners choose one word or phrase they felt was most effective from the adverts for each of the three audiences
(3 choices in total) and explain:
 what exactly the word/phrase means
 what quality or atmosphere it suggests?
 how/why that might particularly appeal to the intended audience.

AO1 Reading Developing implicit Learners read a range of short extracts on a similar theme or topic, e.g. a diary entry, science article, news report,
ideas opening to a narrative etc. linked to ideas about a rural/city location to collect evidence of the writer’s presence, i.e.
R2 demonstrate
how subjective or objective, how reflective or factual the text is. In pairs, learners consider one text in more detail
understanding of Presenting
to identify:
implicit meanings perspectives
 the distinct perspectives/viewpoints involved, e.g. in a newspaper report / magazine article / narrative text,
and attitudes
Summative as indicated by direct quotations, indirect quotations/paraphrase, suggestion of general/public opinion
assessment (Paper 1  hints or details that suggest which viewpoints/perspectives the writer might agree with / be seen as
Question 3b type sympathetic towards.
response)
Learners adopt one particular perspective of a character / persona / viewpoint suggested in the text and then
respond in role to express their opinion on a given issue. For example:
 write the words of a brief voice mail message they might leave for a friend about an issue related to the
theme / topic / location
 write a short email to the writer to express their viewpoint more fully in relation to the issue.

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

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Scheme of Work

3 Reading for meaning

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Understanding the Give learners examples of each type of question that tests assessment objectives R1 and R2 and ask them to
difference between explain how they are different. Discuss what is meant by explicit and implicit meaning and what the difference is
R1 demonstrate
explicit and implicit between them. (F)
understanding of
meaning
explicit meanings Elicit the idea that implied meaning needs to be inferred, the answer/implications will need working out or
Understanding the deducing.
R2 demonstrate
difference between
understanding of Learners write down the features of literal and inferential comprehension questions. (F)
literal and inferential
implicit meanings
comprehension Resources and materials to support development of inferential reading skills can be found online, e.g.: Inferences
and attitudes
questions worksheets: www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/
inferences-worksheets/

AO1 Reading Understanding the Read and discuss a factual text, then learners sit in a circle. The first learner holds a ball of wool/string and shares
difference between one thing that is remembered about the text. The learner holds on to the string and the ball is passed across the
R1 demonstrate
explicit and implicit circle not around. Repeat this process until a complete ‘web’ is formed. Discuss as a class.
understanding of
meaning
explicit meanings Learners read a section of a factual text and create and label images on paper to represent the content. Share
images with the class.
R2 demonstrate
understanding of In small groups, learners devise questions to test only R1, providing answers for their mark scheme.
implicit meanings
They swap questions with another group who answers the questions. Learners then swap their responses back to
and attitudes
the original group for marking.
Learners reflect on the questions and answers to discuss any required changes to the mark scheme and / or
where their answers might have been clearer or more accurate (F)
Extension activity: learners devise questions and a mark scheme to test R2.

AO1 Reading Answering literal Read a short narrative text with learners.
comprehension
R1 demonstrate Learners answer comprehension questions in the style of 2024 Specimen Paper 1 testing R1.
questions (which
understanding of
elicit explicit Past papers can be useful for skills development here, for example:
explicit meanings
meaning)
 Nov 2019 Paper 1123/21 Q5a Q5b Q6a

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 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

 Nov 2019 Paper 1123/22 Q3a Q5a.

Answering inferential Read the text again with learners, collecting their answers to the R1 questions.
R1 demonstrate
comprehension
understanding of Discuss and agree the answers to inferential questions in the style of 2024 Specimen Paper 1 testing R1.
questions (which
explicit meanings
elicit explicit Past papers can be useful for skills development here, for example:
meaning)
 Nov 2019 Paper 1123/21 Q4b Q5b Q5c Q7
 Nov 2019 Paper 1123/22 Q5b Q6a.
Extension activity: review the answers to R1 to agree definitive answers – swap answers for marking.

AO1 Reading Answering inferential Working with a partner, learners answer inferential comprehension questions in the style of 2024 Specimen
comprehension Paper 1.
R2 demonstrate
questions (which
understanding of Past papers can be useful for skills development here, for example:
elicit implicit
implicit meanings
meaning)  Nov 2019 Paper 1123/21 Q4a
and attitudes
 Nov 2019 Paper 1123/22 Q7b Q7c.

AO1 Reading Understanding and Model/remind learners of one type of R1 question. For example:
explaining precise ‘Using your own words, explain what the author means by ‘….’ line x.’
R1 demonstrate
meaning
understanding of Learners read a section from a previously unseen text and:
explicit meanings  select/choose from underlined options a short phrase to complete the question
 suggest a mark scheme answer.
Give learners the rest of the text to read and invite them to consider how their mark scheme answer might need
correcting or refining. Ask learners:
 Why does the question ask for the use of own words?
 What would copying from the text suggest about your understanding of meaning?
Consider other tasks that test understanding of explicit meaning here too, e.g. the selective summary task (Q3a).

AO1 Reading Moving beyond Give learners dictionaries to work out how to perform a dramatic action according to three different cue cards, e.g.
understanding of tiptoe to the board, stride to the board, sidle to the board, sneak up to the board, amble, march, saunter, etc.)
R1 demonstrate
general literal
understanding of Learners perform the action using the set of cue cards to identify the verb being acted out / suggesting how to
meaning
explicit meanings refine the performance if the particular nature if the action described by that verb isn’t clear.
R2 demonstrate

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Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

understanding of Groups collate a list of all the verbs and rank order / place on a continuum for different qualities. For example:
implicit meanings
 speed (fastest to slowest, e.g. tiptoe would likely mean fairly slow progress so on one end of the range,
and attitudes
with bound/sprint etc towards the other end)
R4 demonstrate  care (most precise careful movement to the least)
understanding of  motivation/intent (is the person likely to be moving to do something good/bad ) etc.
how writers achieve
Extension activity: groups research and suggest other synonyms to add to the range and consider where they
effects and influence
should go on each continuum.
readers
Look at a selection of tasks testing R4, e.g. 2024 Specimen Paper 1 Q2 a–e. Discuss with learners what the
questions are asking them to do.
Discuss the style of question, e.g. ‘Explain why the writer uses the word ‘…’ in the expression ‘…’ (line x)’
Explain to learners that understanding the choices writers make when writing texts will help them to see how to
improve their own writing and the kinds of choices they may make.

AO1 Reading Exploring beyond Display and read a short detailed descriptive passage/paragraph. Learners draw images to create a picture of the
literal meaning place being described.
R1 demonstrate
understanding of Learners compare pictures with each other. Discuss why pictures vary and how vocabulary choice affects the
explicit meanings reader.
R2 demonstrate Learners pick out / are allocated a word or phrase in the passage that help them imagine something that if there
understanding of were in that place they could, see / hear / smell / taste / touch.
implicit meanings
Learners explain to a partner in what way that word helps them to imagine the place, e.g.:
and attitudes
 What their word/phrase makes them think of?
R4 demonstrate
 what are the associations they have with that word?
understanding of
 What does it remind them of?
how writers achieve
 What other words might the writer have chosen to use instead that could mean a similar thing?
effects and influence
readers Extension activity: learners listen to the explanation making notes of what their partner thinks the word(s)
mean(s) and what the word(s) remind them of and ask questions to understand anything they are unsure of / that
needs further explanation.

AO1 Reading Explaining more than Learners identify up to 3 examples of words and phrases in a short descriptive text that:
literal meaning  they are fairly sure they know the meaning of / could find a synonym for and
R1 demonstrate

16
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

 they think the writer chose deliberately to create a particular sense of the person or place being described.
understanding of
explicit meanings Learners complete a simple graphic organiser, e.g. a pyramid/iceberg or an onion to record their ideas in note
form as they explore and explain:
R2 demonstrate
understanding of  the literal meaning(s) of the word/phrase (top third of the iceberg above the water line)
implicit meanings  what they associate that word with (middle third just below water level)
and attitudes  what the word suggests or implies (at the deepest level).
An onion graphic uses a series of concentric circles with the literal meaning on the outer layer and each layer
R4 demonstrate
below getting nearer to the core/essence of the idea. Learners imagine peeling off the outer level to get closer and
understanding of
closer to why the writer used that particular word.
how writers achieve
effects and influence Learners compare their ideas and create a final version of the iceberg or onion for display.
readers
Extension activity: learners select / are given one of the words/phrases they were unsure of and work together to
explore it, recording their ideas on a pyramid/iceberg diagram with the deepest connotations and intended effects
on the lowest layer. Learners present an explanation of their choice to other groups.

AO1 Reading Exploring and Introduce learners to / remind them of the type(s) of question that tests R4 (asks them to explain effect).
explaining effect For example, in 2024 Specimen Paper 1:
R1 demonstrate
understanding of ‘Read this extract from the text:
explicit meanings
“Climbing upwards slowly and steadily through the labyrinth, Mo lost sight of the ground.’ (lines 55–56)
R2 demonstrate
What effect does the writer suggest about the tree by using the word ‘labyrinth’ to describe it?”’
understanding of
implicit meanings Use this, or any other, suitable example of effective word choice to elicit suggestions of meaning, associations,
and attitudes connotations and effect. Model how the bubble person graphic organiser* can help to explore and explain word
choice moving from literal meaning.
R4 demonstrate
understanding of * A simple bubble person graphic organiser can be drawn using a stick person with circles for hands, feet, head
how writers achieve and body, then is completed as follows:
effects and influence
 the word (word choice) used by the writer is drawn in a speech bubble next to the head of the graphic –
readers
‘what the writer says’
 the literal meaning of the word is written in the head bubble – ‘what that word means’
 associations/what the word might usually be connected to go in the first of the hand bubbles and then
other alternatives are written in the other – ‘what the word makes us think about on the one hand and on
the other’
 feelings/emotions the word suggests go in the body bubble – ‘our gut reaction here’

17
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

 the implications go in the feet – ‘where is the writer taking us with all these ideas?’
 Finally, add a thought bubble – ‘What does the writer want us to think/what do they really think?
Learners draw their own bubble person and explore another word from the same text. They then present their
ideas to the class.
Extension activity: give pairs a word choice from another image and explore effects using the bubble person
graphic and/or iceberg. Learners compare and combine ideas with another pair and then provide an explanation of
how the words work together to create the image.

AO1 Reading Building vocabulary Learners list strategies for working out the meaning of a word they are unsure of in a spoken/written text, for
example context clues, prefixes, tone of voice, similarity to other words, etc.
R1 demonstrate
understanding of In pairs, learners read a short fiction text/extract (up to 900 words) and create multiple choice / true and false
explicit meanings questions to test their understanding of 5–10 challenging words used in the passage.
Pairs with the same text collate ideas and agree a set of 10–20 questions to challenge other groups.
One learner from each group acts as the quiz show host and contestants from each team compete against each
other to answer the questions. Remaining team members decide whether the answers given are sufficiently close
for 1 mark. Team members keep notes and can challenge decisions at the end of the competition once all
combinations of teams have answered. The final decision lies with the teacher who can award extra marks for
correct challenges and/or take them away if the challenge was unsuccessful.

AO1 Reading Exploring how and Learners recap on and/or research the use of literary devices such as simile, metaphor, personification,
why devices are alliteration, onomatopoeia etc. making sure they can explain what each one is:
R4 demonstrate
being used
understanding of Learners consider two explanations of an example of a device at work in a fiction text, e.g. 2024 Specimen Paper
how writers achieve 1 Q2 (e) ‘lacework of branches’ (metaphor):
effects and influence
 one explanation should be empty/generic, e.g. ‘the writer really helps us to imagine what it would be like to
readers
be there and uses a metaphor to create a picture of the scene and show the reader what they are like and
what it would be like to look at them’
 one explanation should begin to explain the meaning and associations of the image, e.g. ‘the writer
describes that there are gaps of light showing through between the branches of the redwood in a pattern
that looks like it was designed that way and looks beautiful and delicate’.
Share the mark scheme indicative content with learners and discuss which answer would score highest and why.
Extension activity: how could each answer be improved?

18
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

In pairs, learners consider another choice from the same text, e.g. ‘as if passing through a membrane’ and use a
graphic organiser (e.g. iceberg/bubble person to record their ideas as they explore the key words individually for
meaning, associations etc. Learners share ideas in a group to agree an explanation of the whole image.
In groups, learners consider a new text extract and identify up to 3 examples of literary devices at work. Groups
use icebergs to record their ideas and select the example about which they have the most to say. Groups present
an explanation of their chosen example to explain the impression (effect) the writer creates by using it.

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

19
Scheme of Work

4 Summary tasks

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Understanding the Ask learners what they understand by the word ‘summarise’. Compile a list of occasions in real life when someone
nature and purpose might need to summarise in written or spoken language.
R5 select and use
of selective summary
information for Elicit examples of formal and informal summaries, e.g. making revision notes of key points, explaining the main
tasks
specific purposes events of an episode of a television programme or a sports match to a friend who has missed it, writing a report for
your boss etc.
http://websummarizer.blogspot.com/2013/01/summaries-in-everyday-life.html
Agree some basic ‘rules’ to test out in future lessons and activities:
 in a summary you should…
 in a summary you should not…
Provide learners with examples of an effective and less effective summary of a short text to identify features.
Revisit ‘rules’ to refine them further based on the evidence they have seen.
Show learners a clip of a documentary, asking them to identify and present the key points in a specified time limit.
Ask learners to consider:
 Are any ideas repeated?
 Are all the essential pieces of information included?
 Are interesting but non-essential facts or details eliminated?
 Would someone who had not seen the documentary really understand the main points of the clip by
reading my summary?
Peer assessment of the summary responses (oral or written transcript) using the marking criteria could also be
helpful. For example, using the format www (what went well) – highlight descriptors in the tables you think you
have seen in examples of summaries today.

AO1 Reading Understanding the Learners identify and highlight given content points where they occur in the text of a short passage suitable for a
nature of relevant summary. The text could be selected randomly from newspapers, magazines or taken from past papers.
R5 Select and use
content in summary
information for Learners look at sections of text they have not highlighted in order to consider and agree the type of content they
responses
specific purposes need not to include (e.g. repetitions of the same idea, examples and illustrations, content that does not relate to
the focus of the question).
Past papers can be useful for skills development here, e.g.:
 Nov 2020 Paper 1123/21 Q1(a)

20
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

Learners work to identify mark scheme points in the body of the text.

AO1 Reading Revising topic Learners finish the sentences and make a list of the functions of topic sentences:
sentences  To provide…
R5 select and use
 To introduce…
information for
 To grab…
specific purposes
 To support…
 To summarise…

AO1 Reading Understanding the Give groups a set of (un-numbered) content points drawn from the mark scheme of two summary texts (Points 1–
nature of a selective 17 from one text and points 1–8 from another) and one part of a past summary task.
R5 select and use
summary task
information for For example, groups are given just the first or second part of a past summary task question(s) either the part
specific purposes dealing with points 1–8 in one of the texts, or the part dealing with points 9–17.
Learners consider and decide which points would and which would not be relevant to the specific focus of their
allocated summary task.
Learners identify and organise into three columns those points that are:
 not relevant to their topic
 relevant to the overall topic, but not relevant to the focus of their specific focus
 relevant to both their topic and specific focus.
Learners predict the specific questions that the points in columns 1 and 2 could be used to answer, then read both
texts and the full tasks.
Extension activity: learners identify in the text and list what they think will be points 9–17 in the second text
(given the specific focus for the question).
Learners devise a selective summary task and list of mark scheme points. For example, based on a discursive text
and asking only for advantages identified in the text, or based on an informative article about the challenges and
surprises of making a documentary about penguins and asking only for a summary of what the documentary
makers learned about penguins that surprised them.
Past papers can be useful for skills development here, for example:
 Jun 2020 Papers 1123/21 and 1123/22 Q1(a)
Learners work to identify either mark scheme points 1–8 or 9–17 in the body of the text.

21
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Selecting topic Learners select the topic sentences from paragraphs of given texts and discuss as a class.
sentences from given
R5 select and use Select the test topic sentence and paraphrase:
texts
information for
www.time4writing.com/downloads/PDFs/Printable-WritingParagraphs-TopicSentence-HS.pdf
specific purposes

AO1 Reading Extending the range Give learners a list of relevant ideas for a selective summary based on a short text. Identify in a low / mid-range
of relevant content response those ideas which have been included and those which have not.
R5 select and use
information for Learners use asterisks to identify in the response where 3–5 further relevant ideas could best be incorporated, e.g.
specific purposes looking for natural links to other ideas and/or contrasts.
Extension activity: in pairs, learners review the suggestions (as indicated by the asterisks) to rework the
response and submit the new version to another pair, who repeat whole identification process.

AO1 Reading Listing and In groups, learners jot down in note form the content points for a whole past paper summary task.
organising content
R5 select and use Pairs of learners plan the route through an answer, e.g. looking for opportunities to combine and organise ideas
points
information for and checking for excess detail and potential repetition that needs to be avoided. Pairs return to groups to consider
specific purposes plans and agree a final group version.
AO2 Writing Groups present their plans (e.g. using a gallery walk activity) and then reconvene to discuss potential
modifications to their own plan, based on what they have heard.
W2 organise and
structure ideas and Extension activity: learners write their response using any of the plans and then review its effectiveness (I) (F)
opinions for
Discuss the role, nature and value of planning responses in an examination.
deliberate effect

AO2 Writing Providing an Learners make a list of the content points of an argument, e.g. the advantages and disadvantages of email
opportunity for pair www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/1emailrev3.shtml
W2 organise and
discussion and
structure ideas and Learners plan and write one of two routes through the answer:
writing
opinions for • all the advantages followed by all the disadvantages
deliberate effect • each advantage countered by a disadvantage.
Discuss the relative successes/drawbacks of each approach.
Extension activity: learners write a list of content points on a topic of their own choice, e.g. advantages and
disadvantages of school uniform, etc. Learners swap with a partner to plan and write a version of their partner’s
argument using only the content points.

22
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Writing in coherent Explain the terms ‘coherence’ (logically sequenced and appropriately organised) and ‘cohesion’ (connecting ideas
English using cohesive devices) as being a vital feature of writing.
W5 make accurate
use of spelling, Coherence and cohesion tips and activities:
punctuation and
https://takeielts.britishcouncil.org/sites/default/files/ielts_writing-_coherence_cohesion.pdf and English grammar
grammar
guide: www.ef.com/english-resources/english-grammar/

AO2 Writing Writing in coherent Learners revise the rules of simple, compound and complex sentences and create a multiple-choice quiz, e.g.:
English He went out.
W5 make accurate
 Simple
use of spelling,
 Compound
punctuation and
 Complex
grammar
He went out and met his friend.
 Simple
 Compound
 Complex
A definition and activity for learners: www.bbc.co.uk/norfolk/kids/kuwtc_pack2.PDF

AO1 Reading Selecting content In groups, learners create (or are given) a selective summary question and make a list of the mark scheme
points for summary content points for one of two short texts, e.g. a transcript of part of an interview or podcast.
R5 select and use
information for Groups swap tasks and texts, then plan their answers. Learners then return the plan to the original group for
specific purposes ‘marking’. Each group feeds back and agrees the most effective plan(s) for one/both of the tasks.

AO2 Writing Writing a summary in Using one of the agreed plans, learners write out the content points from the previous exercise in clear, concise
relevant, coherent English.
W3 use a range of
English
vocabulary and Learners swap with a partner and comment on each other’s work, outlining merits of use of own words or
sentence structures sentence structure as well as pointing out any errors that may impede communication. (F)
appropriate to
context

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

23
5 Key writing skills

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Overview of parts of Elicit from learners the eight most common parts of speech and list on a flip chart or board. Define parts of speech
speech as follows:
W5 make accurate
use of spelling, Noun – a naming word. It names a person, place, thing, idea, living creature, quality or action, e.g. cowboy,
punctuation and theatre, box, thought, tree, kindness, arrival.
grammar
Verb – describes an action (doing something) or a state (being something), e.g. walk, talk, think, believe, live, like,
want (find).
Adjective – describes a noun. It tells you something about the noun, e.g. big, yellow, thin, amazing, beautiful,
quick, important.
Adverb – usually describes a verb. It tells you how something is done. It may also tell you when or where
something happened, e.g. slowly, intelligently, well, yesterday, tomorrow, here, everywhere.
Pronoun – used instead of a noun to avoid repeating the noun, e.g. I, you, he, she, it, we, they.
Preposition – usually comes before a noun, pronoun or noun phrase. It joins the noun to some other part of the
sentence, e.g. on, in, by, with, under, through, at.
Conjunction – joins two words, phrases or sentences together, e.g. but, so, and, because, or.
Interjection – an unusual kind of word, because it often stands alone. Interjections are words which express
emotion or surprise and they are usually followed by exclamation marks, e.g. Ouch!, Hello!, Hooray!, Oh no!, Ha!
Extension activity: identify contexts where it would not be usual to find interjections, e.g. in a formal report.
Learners play the ‘Bag Game’: Learn Parts of Speech: www.education.com/activity/article/play_word_bags_third/

AO2 Writing Overview of the noun Provide learners with a summary of the different types of nouns:
www.icteachers.co.uk/children/sats/english_nouns.htm . Complete a short quiz to name the types of nouns from a
W5 make accurate
list / table of different nouns.
use of spelling,
punctuation and In pairs, learners write two short quizzes similar to those above, i.e. fill in a table with different types of nouns in a
grammar paragraph, which can be taken from a published text or made up themselves, making sure they have checked the
answers. Learners swap quizzes. (F)
Learners write 10 sentences showing their own examples of proper, collective and abstract nouns. They should
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

underline all nouns. (F)

Focus learners’ attention on and check their understanding of the use of the definite article ‘the’, the indefinite
article ‘a’ or ‘an’ and where no article is required. This can be difficult for learners as there are a lot of exceptions.
For example, learners compare sentences and explain the differences, e.g.
 She is buying the book.
 She is buying a book.
 She is buying books.
Use articles: https://owl.english.purdue.edu/owl/resource/540/01/

AO2 Writing Overview of the verb Learners work in pairs or small groups to complete verb tense review quiz:
www.ecenglish.com/learnenglish/verb-tense-review-quiz
W5 make accurate
use of spelling, Adapt the table in this link for active and passive verbs. Copy the table and remove the third column to make a
punctuation and worksheet for learners. www.englishpage.com/verbpage/activepassive.html
grammar
Learners complete worksheets on regular and irregular verbs. http://esl.fis.edu/grammar/verbs/5.htm
Learners write tables similar to the one just completed, in which they write sentences with verbs of various tenses.
These can be taken from a published text or they can make it up themselves, making sure they have checked the
answers. Learners swap quizzes. (F)

AO2 Writing Overview of the Learners work in pairs to complete worksheets on pronouns:
pronoun www.superteacherworksheets.com/grammar/pronouns_WDDRM.pdf?up=1466611200
W5 make accurate
use of spelling, Q & A session on what has been learnt. (F)
punctuation and
grammar

AO2 Writing Overview of the Learners work in pairs or small groups to complete worksheets on adjectives:
adjective www.superteacherworksheets.com/adjectives.html
W5 make accurate
use of spelling, Learners work with a partner to write tables similar to the one just completed. These can be taken from a
punctuation and published text or they can make it up themselves, making sure they have checked the answers. Learners swap
grammar quizzes. (F)

AO2 Writing Simple and Learners complete a worksheet on simple and compound sentences:
compound sentences https://englishlinx.com/sentences/compound_sentences/
W5 make accurate

25
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

use of spelling, Learners write 10 sets of two simple sentences which can be made into one compound sentence. Swap with a
punctuation and partner and join up pairs of simple sentences into single compound sentences. (F)
grammar
Extension activity: give pairs of learners a list of advantages and disadvantages (e.g. from a summary text or
discursive text) and write sentences that link:
 two advantages
 two disadvantages
 one advantage and one disadvantage.

AO2 Writing Complex sentences Learners explain the differences between simple, compound and complex sentences. Worksheets with answers
can be found at:
W5 make accurate Speaking and
www.k12reader.com/sentence-structure/Gr1-3_Simple_Compound_Complex.pdf
use of spelling, listening
punctuation and Learners write 10 pairs of simple sentences which can be joined by conjunctions. They swap with a partner and
grammar complete the other’s sentence construction exercise. (F)
Learners write 10 pairs of simple sentences which can be joined by present participles. They swap with a partner
and complete the other’s sentence construction exercise. (F)
Learners write 10 pairs of simple sentences which can be joined by relative pronouns. They swap with a partner
and complete the other’s sentence construction exercise. (F)

AO2 Writing Using correct Learners write paragraphs using a variety of simple, compound and complex sentence structures.
paragraphing
W5 make accurate Mixed up paragraph writing activity. Learners reconstruct a text which has been mixed up.
use of spelling,
punctuation and
grammar

AO2 Writing Identifying topic Ask learners how they would recognise topic sentences in a paragraph.
sentences
W5 make accurate Learners identify and select topic sentences in paragraphs from class texts or newspaper articles. (I)
use of spelling, Identifying compound
Compound sentence are discussed at: https://englishlinx.com/sentences/compound_sentences/
punctuation and sentences
grammar

AO2 Writing Revising simple Learners revise the use of full stops, capital letters and commas by reading a text or newspaper article.
punctuation
W5 make accurate Beginning, intermediate and advanced paragraph correction worksheets with answers:
use of spelling, www.englishforeveryone.org/Topics/Paragraph-Correction.htm

26
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

punctuation and Learners use appropriate online tools to write and check short responses, e.g. emails and act on feedback. For
grammar example: https://writeandimprove.com/?lang=en-GB (I)

AO2 Writing Developing Ask learners why punctuation is important. Learners look at examples of punctuation from selected sections of
knowledge of simple texts. www.ef.com/english-resources/english-grammar/punctuation/ (F)
W5 make accurate
punctuation, building
use of spelling, Learners identify each punctuation mark and write down in a table its use in the context, e.g.:
on existing skills
punctuation and
Punctuation Notes Examples
grammar
Comma separates phrases or items in a list. She bought milk, eggs, and bread.
Exclamation mark shows excitement or emphasis. It’s freezing in here!

AO2 Writing Using correct Learners re-write with correct punctuation, unpunctuated sections of a text.
punctuation www.tes.com/teaching-resource/adding-correct-punctuation-to-text-practice-6233411
W5 make accurate
use of spelling, https://englishlinx.com/punctuation/
punctuation and
Learners write a paragraph of unpunctuated prose and swap with a partner who will correct it. (F)
grammar

AO2: Writing Using colons and Ask learners when they would use a colon or semi-colon and practise using the correct one, e.g.:
semi-colons correctly  Remember Two can play at that game. (Colon)
W5 make accurate
 I had a huge meal however I am already hungry again. (Semi colon)
use of spelling,
 That sky is looking threatening the clouds are getting darker and darker. (Semi colon)
punctuation and
 These are my favourite colours purple, turquoise, pink and yellow. (Colon)
grammar
 She kept saying ‘I want to get out of the car.’ (Colon)
 Never forget this point Think before you speak. (Colon)
 She calls it the sidewalk I call it the pavement. (Semi colon)
 I will finish it that is a promise I will definitely keep. (Semi colon)
Learners revise the use of colons and semi-colons.
Extension activity: learners complete a quiz in the use of colons and semi-colons:
www.englishforeveryone.org/PDFs/Semicolons%20-%20practice%20quiz.pdf
Look at examples of colon and semi-colon use from selected sections of more complex texts.
Learners write sentences on a topic in which colons and semi-colons might be used, for example:

27
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

 ‘There are many reasons to exercise: it’s good for your health, it’s fun and it’s free.’
 ‘Bananas are a healthy snack; they contain potassium which may help your vision.’
They should then swap with a partner and check their work. (F)

AO2 Writing Using question Revise the use of question marks and exclamation marks:
marks and www.primaryresources.co.uk/english/pdfs/PC_questexcl.pdf
W5 make accurate
exclamation marks
use of spelling, Learners complete worksheets on the use of exclamation and question marks. (I)
correctly
punctuation and www.worksheetplace.com/index.php?
grammar function=DisplayCategory&showCategory=Y&links=3&id=96&link1=43&link2=94&link3=96
Learners write 10 sentences showing the use of question marks and 10 sentences showing the use of exclamation
marks. They then swap with their partners and check their work and then write the sentence without revealing
which use question marks or exclamation marks. Partners identify which is which. (F)

AO2 Writing Developing Learners revise the use of singular and plural. Examples can be found in our endorsed textbooks at:
knowledge of www.cambridgeinternational/published-resources
W5 make accurate
agreement of
use of spelling, Read the material on agreement from http://grammar.ccc.commnet.edu/grammar/sv_agr.htm
singular and plural
punctuation and and complete the three quizzes on agreement between subject and verb at the end of the material.
and building on
grammar
existing skills Learners write their own quiz on agreement and swap with a partner who answers the questions. (F)

AO2 Writing Developing Learners correct examples of sentences containing errors of verb agreement.
knowledge of
W5 make accurate Subject verb agreement (printable worksheets and exercises):
agreement of
use of spelling,  www.englishwsheets.com/subject_and_verb.html
subjects and verbs
punctuation and  Digital resources online, for example: www.khanacademy.org/humanities/grammar/syntax-conventions-of-
and building on
grammar standard-english/subject-verb-agreement-and-pronoun-antecedent-agreement/e/subject-verb-agreement.
existing skills

AO2 Writing Spelling accurately Complete a quick spelling test using commonly misspelt words (link below). Learners mark each other’s answers.
the words within the
W5 make accurate Learners read a list of words which are commonly misspelt. (F)
working vocabulary
use of spelling, http://grammar.yourdictionary.com/spelling-and-word-lists/misspelled.html
punctuation and
Discuss the handy hints for improving spelling in revision guides which are listed on our website at:
grammar
www.cambridgeinternational/resource-centre
Learners work with a partner and check their work for spelling errors. This can be a recent writing assignment. (F)

28
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

Teach learners to re-write misspelt words in the margin of their notebooks to produce a personalised dictionary for
further reference. (F)
Learners re-write each misspelt word in a sentence; personal notebooks can be provided for this. (F)

AO2 Writing Correct punctuation Learners examine the punctuation of direct speech in given sections of text.
of direct speech
W5 make accurate Complete exercises in punctuation of direct speech: www.primaryresources.co.uk/english/pdfs/direct.pdf
use of spelling,
Extension activity: give the opening lines only of a text. Learners continue the dialogue from a section of text,
punctuation and
then compare with the original.
grammar

AO2 Writing Correct punctuation Learners examine the punctuation of parenthesis – dashes, brackets and parenthetical commas. Our endorsed
of parenthesis textbooks provide some useful exercises. www.cambridgeinternational/published-resources
W5 make accurate
use of spelling, Learners read material on parenthesis: http://grammar.ccc.commnet.edu/grammar/marks/parentheses.htm
punctuation and
Extension activity: learners write 10 sentences of their own which include parenthesis. Swap with a partner who
grammar
will identify parenthesis in other’s sentences (I)

AO2 Writing Correct use of Groups of learners list as many prepositions as they can. Can they get to 50? Learners then read a list of
prepositions prepositions: www.englishclub.com/grammar/prepositions-list.htm
W5 make accurate
use of spelling, Learners complete exercises in the use of prepositions: https://gb.education.com/worksheets/prepositions/
punctuation and
Extension activity: write 20 sentences in which a preposition is used. 10 are correct, 10 are incorrect. A partner
grammar
underlines the preposition in each sentence and writes the correct version beside each one which is incorrect.
Worksheets on prepositions: www.ego4u.com/en/cram-up/grammar/prepositions/exercises

AO2 Writing Appreciate and be Give learners a selection of extracts from two or three texts with (labelled) different tones and ask them to:
able to write in a  define what they think is meant by ‘writer’s tone’
W4 use register
variety of tones  list as many more writing tones as they can.
appropriate to
context Can they reach 10? (F)
Extension activity: learners move around the classroom looking at further examples, e.g.
http://examples.yourdictionary.com/examples-of-tone-in-a-story.html of different writing tones  formal and
informal, sarcastic, ironic, humorous, tongue-in-cheek, conversational.
Learners find their own example(s) of one or more tone(s). This can be completed using a class bank of various

29
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

short extracts from texts (printed) and/or online articles.

They then rewrite a short passage in a different tone, or identify by underlining what would need to change to alter
the tone. (I)

AO2 Writing Appreciate audience Register and audience quiz: www.educationquizzes.com/gcse/english/register-and-audience/

and register
W4 use register Learners define ‘audience’ and ‘register’.
appropriate to
context

AO1 Reading Appreciation of Show a short two-minute video which explains simile, metaphor and personification: www.youtube.com/watch?
imagery v=oF9_fsUkxuk
R4 demonstrate
understanding of Extension activity: learners give some examples of a simile, a metaphor and personification.
how writers achieve
In pairs, learners complete worksheets on simile, metaphor and personification
effects and influence
www.tes.com/lessons/OXOZE1dx31ISWg/simile-metaphor-personification
readers
Learners write three sentences to describe a place or activity they know well. One sentence should contain a
simile, one a metaphor and one personification. Groups consider which images are most effective at creating a
sense of the place or activity, and why.

AO1 Reading Appreciation of the Give pairs of learners a simple sentence with an underlined word and a list of possible options to replace it.
writer’s craft Consider some of the basic decisions at word level that writers can make to suggest precise meaning. For
R4 demonstrate
example:
understanding of
how writers achieve ‘I am never going back,’ said the man.
effects and influence
List of options: repeated, shouted, whispered, called, insisted, mentioned etc.
readers
Learners substitute each alternative in turn, checking meaning in the dictionary where they are unsure and making
a note of the ways in which that choice of word changes our sense of the speaker and the situation they are in.
Pairs research 1–3 alternatives of their own and the ways each might alter the sense of speaker/situation,
presenting one or more of their ideas to another pair.

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

30
 Scheme of Work

6 Directed Writing

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

AO2 Writing Defining, Learners define directed writing. Remind them of the forms for response in examination: a letter, speech, an article.
recognising and
W4 use register Learners choose one example of a directed writing response form and make a list of the things they might need to
understanding the
appropriate to think about to do well, including: vocabulary, tone, register, useful phrases and expressions, purpose of the text,
features of directed
context sentence length/variety they would expect to use when writing etc.
writing
You may need to provide some examples which learners can look at and make notes about.

AO2 Writing Understanding the Learners look at examples of Directed Writing exam questions. They make notes on the ways in which this task
differences differs from an open-ended creative writing task.
W4 use register
between directed
appropriate to
writing and
context
composition

AO2 Writing Understanding Learners define ‘context’, ‘audience’, ‘register’ and ‘tone’. What different registers and tones do they themselves use
audience, register in everyday life and in what context? Write answers on a flipchart or board.
W4 use register
and tone in directed
appropriate to Extension activity: learners make a list of as many tones as they can and categorise contrasting examples.
writing
context
Learners choose up to three contrasting tones from a list, for example at: www.mshogue.com/AP/tone.htm
For each tone, learners write a short paragraph which demonstrates it. (I) (F)

AO1 Reading Understanding the Learners examine a mark scheme table for Writing and find the criteria for one of the assessment objectives (R3, R5,
nature of the task W1, W2, W3, W4 or W5).
R3 analyse,
evaluate and Learners discuss and write down what they think is meant by each of these sets of criteria – what evidence might
develop facts, ideas examiners be looking for in a directed writing response?
and opinions, using
Learners consider a response that scores highly for both Reading and Writing, e.g. a model created by the teacher.
appropriate support
from the text In groups, learners highlight effective features of the response for writing.
R5 select and use Learners reconsider a mid-range response, e.g. one of their own responses / an anonymised example from another
information for learner) and identify evidence for one / more of the writing objects in the response.
specific purposes
Learners write the text for an email offering advice to the writer of the response, suggesting how they might improve

31
Scheme of Work

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

AO2 Writing the response to target a higher level for writing.

W1 articulate Extension activity: learners use the mark scheme content list to:
experience and  identify up to three examples of evaluation in the high-level response
express what is  highlight up to three places in the mid-range response where there might be an opportunity to evaluate.
thought, felt and
imagined
W2 organise and
structure ideas and
opinions for
deliberate effect
W3 use a range of
vocabulary and
sentence structures
appropriate to
context
W4 use register
appropriate to
context
W5 make accurate
use of spelling,
punctuation and
grammar

AO2 Writing Understanding Learners make a list of people for whom a piece of directed writing might be written, remembering that these might
awareness of lead to both formal or informal writing. (For example, parents, teachers, young people, an employer, an employee).
W4 use register
situation and
appropriate to Remind learners that examination responses will need to be argumentative / discursive / persuasive
audience
context
In groups, learners rewrite an example of a directed writing task for different audiences (making any necessary
adjustments to content where required to ensure the task makes sense).
For example, 2024 Specimen Paper 2 Q1 is directed at an audience of young people:
‘Write a magazine article for young people about the advantages and disadvantages of travelling to other countries.’
Rewrites might include:
 Write an article for parents about the advantages and disadvantages of travelling to other countries.

32
 Scheme of Work

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

 Write an article for business people about the advantages and disadvantages of travelling to other countries.
Groups collate the new versions of the question into a table to consider effect of each change. For example, see the
table below:
New version of question Register appropriate to audience Example
Write an article for parents about the Polite but not too formal. As parents we might hope that our
advantages and disadvantages of children would benefit from
travelling to other countries. travelling with us to other countries.
Write an article for business people Fairly formal, professional tone, Opportunities for networking are
about the advantages and possible use of jargon wide-ranging.
disadvantages of travelling to other
countries.

AO2 Writing Understanding the Working with a partner, learners revise the rules/advice and identify the elements of:
correct format for  a formal letter (for example, to the Headteacher, or your employer)
W4 use register
formal letters  an informal letter (for example, to a friend or close relative)
appropriate to
 a speech.
context
Online resources can be used for research, for example:
www.usingenglish.com/resources/letter-writing.php#layout
www.grammarly.com/blog/how-to-write-a-speech/
Revisit the table of question versions from the previous activity and rework each of the questions to require a different
form of response (e.g., write a letter to a national company about the advantages and disadvantages of their staff
travelling to other countries).
Learners collate new questions and complete a new chart to identify whether changing the form of the response might
change the register, giving examples to help explain.
Extension activity: learners rework questions to alter purpose, e.g. to persuade young people that travel is not a
good idea / to persuade business people that travel is a good idea. Create and complete a new chart for the change
of purpose

AO2 Writing Exploring and Learners research the similarities and differences between magazine and newspaper articles. For example, using
understanding the online resources such as:
W2 organise and
range of different https://askanydifference.com/difference-between-newspaper-and-magazine/#:~:text=The%20difference%20between
structure ideas and
kinds of article %20newspaper%20and,a%20simple%20and%20formal%20layout.
opinions for

33
Scheme of Work

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

deliberate effect Give learners a selection of magazine and newspaper articles on a similar theme or topic to look at.
W3 use a range of Learners identify similarities and differences between the different types of articles. For example, layout, headlines,
vocabulary and subheadings, interviews and statements, order of paragraphs, photos and captions, quotations, etc.
sentence structures
Extension activity: learners devise a multiple-choice quiz about the similarities and differences between newspaper
appropriate to
and magazine articles.
context
W4 use register
appropriate to
context

AO2 Writing Exploring and Discuss what speeches learners have heard recently or any famous speeches they know.
understanding the
W4 use register Select a famous person and elicit what learners know about the person and predict the style and tone of the speech
range of different
appropriate to they are going to listen to. Learners listen to the speech by a famous person, e.g. Nelson Mandela, and make notes
kinds of speeches /
context about the style, register and impact it has.
talks
Learners examine printed copies of the speech used above and write short commentaries on its merits of style, e.g.
use of first person, introduction, rhetoric, repetition, and climax.
Working with a partner, learners read a section of Mandela’s speech at:
www.historyplace.com/speeches/mandela.htm
And Martin Luther King at http://abcnews.go.com/Politics/martin-luther-kings-speech-dream-full-text/story?
id=14358231
Extension activity: learners write a speech to give in a school assembly on the theme of prejudice / child labour.
Learners select a text on the subject which they can incorporate into their speech and present to the class.

Understanding the Discuss what learners understand to be the difference between formal and informal language, stressing that
AO1 Reading
difference between appropriate tone and register is to be used according to the topic given.
R4 demonstrate formal and informal
Learners identify contexts in which they might expect to use formal or informal language, with suitable examples to
understanding of tone and register
illustrate.
how writers achieve
effects and Learners research online three different explanations of formal and informal language and write a brief explanation of
influence readers. the main differences using their own words where appropriate, e.g. to explain technical terms. They should aim to
produce a clear, concise explanation that could be understood by a younger learner.
AO2 Writing
Learners categorise lists of expressions and words for a given topic into columns labelled formal / informal / both

34
 Scheme of Work

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

according to their likely usage. For example, when talking about a person would the word be used only in formal
W4 use register
contexts / informal / both?
appropriate to
context Learners suggest parallel words/expressions with same or almost close meanings to complete gaps in the columns.
Formal Formal and Informal Informal
confidant good friend mate
argument row / spat / bust up

tipping down / raining

cats and dogs

Extension activity: ask learners what differences might there be in precise meaning between some of the
words/expressions we suggested as alternatives?
Resources to explore and support understanding of formal and informal language can be found by searching ‘informal
and formal language’ online, for example:
www.engvid.com/english-resource/formal-informal-english/
https://urbanthesaurus.org/synonyms/argument
www.londonschool.com/blog/10-differences-between-formal-and-informal-language/

AO2 Writing Accurate use of In pairs, learners skim read a selection of their responses to directed writing tasks to identify errors in spelling,
language in punctuation and grammar.
W5 make accurate
directed writing
use of spelling, Groups make a list of the most common errors and create a revision resource for wall display / a short video clip
punctuation and explaining one of the most common errors and how to spot and correct it.
grammar

AO1 Reading Probing ideas in Select two suitable texts for the basis of a directed writing response and create / share the question stem for a
the text and Directed Writing task, for example:
R3 analyse,
beginning to
evaluate and 2024 Specimen Paper 2:
evaluate
develop facts, ideas Write a magazine article for young people about the advantages and disadvantages of travelling to other countries.
and opinions, using
One half of the class reads Text 1 and the other half reads Text 2 making a note of the points in two columns: one for
appropriate support
advantages and one for disadvantages.
from the text
Pairs from each half of the class share ideas, noting where points in each text are similar/support each other or
R5 select and use

35
Scheme of Work

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

information for contrast/seem to disagree.

specific purposes.
Learners underline to identify a claim or assertion in each text which they find unconvincing, or think could be
challenged.
Learners collate ideas and then compare against the first set of mark scheme content for the task (Text 1 and Text 2).
Which points seem less convincing / could be challenged and why?
Given the blanks for some/all of the ‘possible evaluation’ section of the mark scheme, learners create a ‘challenge
question’. Cue cards / scaffolds can be provided to help form the questions and encourage learners to probe the
texts, evaluating the ideas they contain.
For example, challenge questions might begin with
• Ah, you say that but what about...
• Do people really…
• Is it always true that…?
• How much can we …
Learners from each group visit the other groups in turn to explain the questions they have about the mark scheme
content/ideas in each text and receive the group’s thoughts in response. Once they have visited all groups, they
return to their own to report back.
Groups identify any questions they still have / points they still do not understand – these are collated for class
discussion and the evaluation points of the mark scheme are revealed.

Producing and Learners attempt a Directed Writing task based one or two texts totalling 400–450 words in length.
AO1 Reading
reviewing (a) For example, 2024 Specimen Paper 2 Q1. This can be the task discussed in the previous lesson or a new task and
R3 analyse, directed writing texts.
evaluate and response(s)  Remind learners of learning points from the last activity and provide planning time before learners begin to
develop facts, ideas write their responses, as well as time for learners to read back through their responses after writing to decide
and opinions, using on three things they remembered to do/try to do this time.
appropriate support  one they forgot/need to improve next time.
from the text
Learners swap their pieces of directed writing to suggest areas for improvement in the task. (F)
R5 select and use
Learners rewrite their pieces of directed writing. (I) (F)
information for
specific purposes
AO2 Writing
W1 articulate

36
 Scheme of Work

Assessment Learning
Suggested teaching activities
objectives (AO) objectives

experience and
express what is
thought, felt and
imagined
W2 organise and
structure ideas and
opinions for
deliberate effect
W3 use a range of
vocabulary and
sentence structures
appropriate to
context
W4 use register
appropriate to
context
W5 make accurate
use of spelling,
punctuation and
grammar

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

37
7 Discursive / argumentative / persuasive writing

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Recognising and In groups, learners research explanations of discursive, argumentative and persuasive writing noting the
understanding some differences between them.
W2 organise and
of the features of
structure ideas and https://csecenglishmadeeasy.com/2018/10/the-difference-between-the-argumentative-and-persuasive-essays/
discursive /
opinions for
argumentative / https://blog.empoweringwriters.com/toolbox/activity-sheet-argumentative-vs-persuasive-writing
deliberate effect
persuasive writing
https://classroom.synonym.com/difference-between-discursive-argumentative-essays-35567.html
W3 use a range of
vocabulary and www.readwritethink.org/sites/default/files/resources/lesson-docs/
sentence structures Difference_Between_Persuasive_Argumentative.pdf
appropriate to
https://onlineenglishgrammar.blogspot.com/2016/05/difference-between-discursive-and.html
context
www.bbc.co.uk/bitesize/guides/zpdwwmn/revision/.
W4 use register
appropriate to
context

AO2 Writing Exploring how Learners examine a range of persuasive/argumentative writing, e.g. speeches, articles and letters, to identify the
writer’s views are way that the writer’s views are conveyed, e.g. exaggeration, irony, mockery, repetition, shocking/emotive
W3 use a range of
conveyed in vocabulary.
vocabulary and
argumentative /
sentence structures Learners write an opening paragraph of a new text/missing section of an article in the voice of a given columnist /
persuasive writing
appropriate to complete a cloze exercise for the middle paragraph of an article.
context
Extension activity: research emotive language www.encyclo.co.uk/define/Emotive%20Language
Quiz about emotive language: www.educationquizzes.com/gcse/english/emotive-language/

AO2: Writing Conveying ideas and Learners work with examples of argumentative/persuasive texts to:
opinions clearly • identify bias in a text by collecting evidence, e.g. exaggerated claims, hyperbolic language, worrying
W1 articulate
experience and Speaking and predictions
express what is listening • reduce an argumentative text to a list of its original ideas and planning points
thought, felt and • list points which could be used to balance an argument which gives only one viewpoint.
imagined Extension activity: write a letter to the writer of the original text to persuade them that the counter argument is
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

correct. Share with other learners, who write a response to challenge this counter argument.
Useful resources include:
 magazine articles and blogs which adopt definite views
 samples of learner argument compositions which mention only one viewpoint
 persuasive speeches and talks for a charity or cause.

AO2 Writing Understanding the Learners read and discuss articles in which a topic is argued either ‘for’ or ‘against’.
techniques of  work out and write down the main point the writer is making
W2 organise and
argumentative writing  work out and write down the elements of the argument the writer makes to support their main point
structure ideas and
 write the paragraph plan for the article
opinions for
 swap plan with another group who write the article using the paragraph plan
deliberate effect
 learners compare their version with the original.

AO2 Writing Understanding the Learners read/listen to examples of discursive texts and:
techniques of  identify the two (or more) possible points of view the writer is considering, e.g. for and against a particular
W2 organise and
discursive writing issue
structure ideas and
 highlight the elements of the argument the writer makes to support each of these possible points of view.
opinions for
deliberate effect Extension activity: learners suggest what they think is the writer’s true perspective, offering reasons for their
choices.

AO2 Writing Producing Learners identify where the reader has been positioned in an argumentative/persuasive text to agree with the
argumentative/persu writer, e.g. track examples of use of inclusive ‘we’.
W2 organise and
asive writing (formal
structure ideas and Read a brochure for a company offering a service, e.g. travel agent, wedding organiser, house clearance, caterers
letter)
opinions for etc. and decide what might have gone wrong with a client’s booking.
deliberate effect
Learners list/tick off from a list:
 features of style to consider when writing to persuade/argue (including aspects of tone and register)
 features of formal letter structure to keep in mind.
Learners draft a letter of complaint to the service company, which mentions claims made in the brochure and
explains in detail how they were misleading.
Learners swap responses and review and reflect on each other’s writing (F)

39
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Expressing In groups, learners read a selection of discursive magazine articles on the same/different topics.
straightforward ideas
W1 articulate In pairs, learners work on a given ‘for’ or ‘against’ topic to produce a single ‘for' or ‘against’ paragraph, e.g. for
clearly
experience and capital/corporal punishment or against the cell phone / social media). Learners swap their work with another pair
express what is and identify:
thought, felt and
 what works well in the paragraph (www)
imagined
 what might be improved (ebi)
Pairs swap back and re-draft for peer assessment. (F) (I)

AO2 Writing Reviewing others’ Give groups a mixture of ‘for’ and ‘against’ (redrafted) paragraphs (selected from the previous activity) to consider
work to inform their and agree:
W2 organise and
own  how best to sequence the paragraphs to achieve a balanced discussion overall
structure ideas and
 where content might need to be adjusted e.g. to avoid unintentional repetition, or add detail
opinions for
 how to link ideas between paragraphs
deliberate effect
 how to make the overall piece sound more like a magazine article.
W3 use a range of
Regroup learners to share and compare suggestions, ahead of writing individual plans for their magazine article.
vocabulary and
sentence structures
appropriate to
context
W4 use register
appropriate to
context

AO2 Writing Producing discursive Give pairs of learners a ‘for’ and ‘against’ topic to produce a plan for a discursive magazine article, e.g. for and
writing (magazine against school uniform / the benefits and disadvantages of studying remotely).
W2 organise and
article)
structure ideas and Learners revisit their original selection of magazine articles to remind themselves of how those articles sound
opinions for (register, tone etc.) and how they are organised and structured.
deliberate effect
Learners revisit their plan and add notes of what they need to remember when writing’.
Learners swap plans with another pair who add further notes and suggestions, then pass on to a final pair who
write the article.

40
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

Considering facts, Learners research a range of texts offering information about an area, e.g. short extracts from travel brochures,
AO1 Reading
ideas and opinions in autobiographies, biographies, information leaflets and advertisements/fliers, magazine and newspaper articles.
R3 analyse, evaluate texts to inform
Groups are given a ‘visitor’ to plan activities for and should judge which would best suit:
and develop facts, judgements
ideas and opinions,  a foreign student visiting the area on a budget
using appropriate  a wealthy couple visiting the area to celebrate a significant anniversary
support from the text  a group of learners visiting the area on a school trip.
AO2 Writing Groups write lists of the range of:
W1 articulate  activities and attractions that might appeal to / be appropriate for their visitor
experience and  activities and attractions that might not.
express what is
Select learners to present explanations to the class of what one of the chosen activities involves and why they
thought, felt and
think it would / would not be suitable for their allocated visitor. (I)
imagined

AO2 Writing Considering features Learners are introduced to / reminded of the format of a Paper 2 Q1 Directed Writing task and the three response
of discursive tasks forms (letter / article / speech).
W1 articulate
and responses
experience and Based on ideas from the previous activity, pairs create their own examination style (Paper 2 Q1) discursive
express what is Directed Writing task, e.g.:
thought, felt and  a magazine article for foreign students on a budget (discussing the suitability of activities and attractions in
imagined the area
 a letter to (a) wealthy relative (discussing their plans for visiting the area to celebrate their anniversary)
W2 organise and
 a speech to teachers and parents (who are considering organising a school trip to the area).
structure ideas and
opinions for Learners share their ideas for questions in new (mixed) groups / with a series of new partners. (I)
deliberate effect
In groups, learners:
W3 use a range of  select one task of each response type (letter / magazine article / speech) to ‘set’ for another group to
vocabulary and complete
sentence structures  create a checklist of the features they would be looking for in an answer to each question in terms of (i)
appropriate to Content and (ii) Writing.
context
W4 use register
appropriate to
context

41
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

W5 make accurate
use of spelling,
punctuation and
grammar

AO2 Writing Using vocabulary Learners answer a question set by another group in the previous activity. Responses are circulated around groups
and sentence / pairs for evaluation of one key feature of W3 and / or W4 (what went well (www) and what might be even better if
W3 use a range of
structures (ebi). For example:
vocabulary and
appropriate to  appropriate use of vocabulary
sentence structures
context  appropriate use of sentence structures
appropriate to
 maintaining a sense of audience throughout.
context
Responses are returned to original writer with feedback to redraft. (I) (F)
W4 use register
appropriate to
context

AO2 Writing Recognising and Give pairs the opening of a response to a discursive response to a Directed Writing task, e.g. a model written by
using register the teacher and the content points (mixed up) for the remainder of the response.
W4 use register
appropriate to
appropriate to Learners agree with partners the order of the content points and make a paragraph plan then continue the
context
context response and complete the next paragraph according to their plan. Learners swap with their partner who reads the
Identifying and response out loud to check for:
W5 make accurate
correcting errors of
use of spelling,  W5 accuracy
spelling, grammar
punctuation and  W4 how close the response sounds to the original, e.g. does it sound like the same person writing.
and punctuation
grammar
Learners resume writing, keeping in mind feedback around the need for accuracy and appropriate use of register,
to complete their response. (F)

AO2 Writing Identifying areas for Learners swap responses to a discursive task, e.g. the one from previous activity with a series of partners who will
improvement in own each check for aspects of W1 and W2.
W1 articulate
writing and others
experience and Checklists should be provided here, e.g. to include structure and paragraphing; the clarity with which supporting
express what is points have been made, developed and linked etc.
thought, felt and
Learners’ responses are returned with feedback for further redrafting (F) (I)
imagined

42
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

W2 organise and
structure ideas and
opinions for
deliberate effect

AO2 Writing Creating a discursive Groups of learners read and discuss a list of mark scheme content points for a Directed Writing style task based
/ argumentative / on one/two short texts.
W1 articulate
persuasive speech,
experience and Discuss the context for the task, including purpose, audience, form, and how that might affect the decisions they
letter or article using
express what is make as writers.
ideas from a text
thought, felt and
Learners plan their response and then hand back in the list of content points. They then complete their response
imagined
to the task under examination conditions. (I)
W2 organise and
structure ideas and
opinions for
deliberate effect
W3 use a range of
vocabulary and
sentence structures
appropriate to
context
W4 use register
appropriate to
context
W5 make accurate
use of spelling,
punctuation and
grammar

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

43
8 Descriptive composition

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Defining, recognising Give learners examples of descriptive and narrative writing. Learners categorise features of each:
and understanding
W1 articulate Descriptive writing Descriptive and Narrative Narrative writing
the features of
experience and
descriptive
express what is
compositions
thought, felt and
imagined
W3 use a range of
vocabulary and Learners create a definition of what descriptive writing is and what it does / does not do.
sentence structures Extension activity: research characteristics of descriptive writing to confirm definitions. Collect examples of
appropriate to effective descriptions of people and places from online and textbook collections.
context
For example:
W5 make accurate
use of spelling, www.englishbiz.co.uk/mainguides/describe.htm
punctuation and www.readingrockets.org/strategies/descriptive_writing#:~:text=Characteristics%20of%20descriptive%20writing
grammar www.collegeessay.org/blog/descriptive-essay-examples/descriptive-essay-about-a-person.pdf

AO2 Writing Appreciate writer’s Read examples of effective descriptions (e.g. those collected in the previous activity) to discuss. Learners select
craft in descriptive the text they feel is most effective.
W1 articulate
compositions
experience and Learners give three reasons with supporting detail to help other learners understand how and why this description
express what is is particularly effective.
thought, felt and
Examples of effective description could also be taken from studied literature texts, learners’ own reading and
imagined
published online resources, for example:
W3 use a range of
https://examples.yourdictionary.com/descriptive-text-examples.html
vocabulary and
sentence structures www.iup.edu/writingcenter/writing-resources/organization-and-structure/descriptive-writing/
appropriate to
www.hoddereducation.co.uk/media/Documents/International/CP-Eng-sample.pdf
context
Groups prepare and present a revision video/guide ‘Top tips for Descriptive writing’. Learners in another group try
out the tips and provide feedback. (F)
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Reporting back on Learners research online and in recommended textbooks to identify tips for writing descriptive and narrative
research compositions, comparing similarities and differences between them. For example:
W1 articulate
www.time4writing.com/writing-resources/descriptive-essay/
experience and
express what is www.time4writing.com/writing-resources/descriptive-essay/
thought, felt and
https://studyrocket.co.uk/revision/igcse-english-language-aqa/section-c-writing/narrative-writing
imagined
www.freelancewriting.com/creative-writing/write-an-interesting-narrative/
Groups discuss findings and create a Venn diagram to show features and tips for narrative / descriptive writing
and for both.

AO2 Writing Understanding the Learners write a short commentary on a given piece of descriptive composition, picking out effective language. (I)
genre of descriptive
W1 articulate
compositions
experience and
express what is
thought, felt and
imagined

AO2 Writing Preparing for In groups, learners produce word banks for a (different) physical descriptive focus, e.g. person (old man / baby),
descriptive building / social place (railway station / airport), natural place (riverbank/forest), etc.
W3 use a range of
compositions
vocabulary and Groups then swap word banks and add in synonyms for a target number of the word bank vocabulary.
sentence structures
Extension activity: learners consider all the word banks generated to identify which of the words could be used to
appropriate to
describe a different given focus, e.g. an occasion (a wedding/race) or an experience (trying new food).
context
Groups present ideas for 3–5 words that would work well and 3–5 that we would not use, explaining why.
There are useful exercises for finding synonyms and using correct vocabulary in our endorsed textbooks, listed at
www.cambridgeinternational/published-resources
Forty descriptive writing topics: http://grammar.about.com/od/developingessays/a/topdescription.htm

AO2 Writing Producing short Give groups the topic for a short descriptive paragraph, e.g. approaching a busy morning market.
pieces of descriptive
W1 articulate Learners produce a word bank according to the different given headings, e.g. each half of the class is given one of
compositions
experience and the two tables below:
express what is

45
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

thought, felt and

imagined
Table 1: the senses
W2 organise and
Seen? Heard? Felt? Tasted? Smelt?
structure ideas and
opinions for
deliberate effect
W3 use a range of
vocabulary and Table 2: first reactions
sentence structures Building Details you Feelings you
appropriate to What is obvious? Become aware of?
up? notice? notice?
context

A pair from each group working on different tables share ideas.

Learners write their own single paragraphs of descriptive writing, using the prepared word banks. (I)
Extension activity: pairs create a new word bank title and create new headings for columns to create a
paragraph for the end of the description, e.g. movement based (moving away from) or time based (later that
evening once the market has ended). Present ideas to the class.
Take suggestions for what could be the focus of paragraph 2 and words that might be used. Complete a shared
writing activity (writing paragraph 2 and 3).

AO2 Writing Evaluating Consider one assessment objective from one of the mark scheme tables for composition, e.g. W1, W3 or W5,
descriptive using colour-coding to highlight the differences between Levels 5, 3 and 1.
W1 articulate
compositions
experience and Learners review an example(s) of a descriptive composition with a partner using just this assessment objective
express what is from the relevant mark scheme table, e.g. content and structure W1, to decide which level it might achieve and
thought, felt and why.
imagined
Pairs write a short commentary on what the description does well and offer up to three suggestions of ways in
W3 use a range of which it could be refined to target the next level. (F)
vocabulary and
Learners revisit one of their own pieces of descriptive writing to assess its level for that assessment objective from
sentence structures
the mark scheme and identify how to target the next level / what they need to learn to do in order to reach the next
appropriate to
level (F)
context

46
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

W5 make accurate
use of spelling,
punctuation and
grammar

AO2 Writing Reflecting on own Learners swap their descriptive piece from the previous activity with a partner for peer review.
and another learner’s
W1 articulate Learners consider feedback and re-draft to take account of both their own and the peer assessment. (F)
descriptive writing
experience and
Information on peer assessment can be found online, e.g.:
express what is
www.tes.com/teaching-resource/peer-and-self-assessment-guide-6024930
thought, felt and
imagined Getting started with assessment for learning: peer assessment and self-assessment www.youtube.com/watch?
v=YtP4X5Vls9Y
W3 use a range of
vocabulary and
sentence structures
appropriate to
context
W5 make accurate
use of spelling,
punctuation and
grammar

AO1 Reading Appreciate writer’s Groups of learners identify and underline examples of effective word choices in a short extract from a longer
craft in descriptive descriptive piece.
R4 demonstrate
composition
understanding of Give learners the next few lines of the description with 3–5 examples of effective word choices removed and
how writers achieve options for words they might use to fill those gaps.
effects and influence
Learners discuss and then present their predictions for which words will have been used by the writer and which
readers
will not, giving reasons for their choices.
Give learners the completed version of the description to consider differences between the writer’s choices and
their own.
Extension activity: learners return to the examples of effective word choice they identified earlier to pick out 1–3
examples they can best explain for meaning, and why they think the writer chose that particular word / image

47
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

rather than any other.

AO2 Writing Reporting back on Groups of learners read out loud and rank order 3–5 short descriptive responses.
group discussion
W1 articulate Learners identify any of the responses they feel could be improved for:
experience and
 clarity of expression
express what is
 range of sentence structure
thought, felt and
 range of vocabulary.
imagined
A group spokesperson reports back on the group’s findings.
W3 use a range of
vocabulary and Recap on these findings to establish the most common kinds of improvements necessary.
sentence structures
appropriate to Methods and tips for feeding back to the class: https://lindsayannlearning.com/classroom-discussion-goals/
context

AO2 Writing Planning structure for Give learners a list of eight potential paragraphs for a descriptive title, e.g. the school playground/recreational
effect area, to divide into two potential plans of four paragraphs each. Learners decide which one they think would work
W2 organise and
best.
structure ideas and
opinions for Groups discuss ideas for the content of each paragraph and agree an order/route through them.
deliberate effect
Learners write the opening sentence only for each paragraph and present their ideas to the class. For example:
 Morning in the playground.
 Midnight in the playground.
 Looking at the playground from a window.
 Entering the playground.
 In the middle of the playground.
 Leaving the playground.
 Standing at the edge of the playground.
 Walking past the playground.
Extension activity: groups of learners create another paragraph plan for the same topic.

AO2 Writing Preparing for a Learners make up a word bank for each of six descriptive composition topics, e.g. based on people, occasions or
descriptive places and agree a paragraph plan for 1–3 of them.
W3 use a range of

48
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

composition
vocabulary and
sentence structures
appropriate to
context

AO2 Writing Producing a Learners produce the first paragraph of their descriptive composition based on their preparation in terms of word
descriptive banks and paragraph plans. (I)
W1 articulate
composition
experience and Groups circulate their responses. Each learner reads the earlier paragraph(s) and then continues the composition
express what is by writing the second / third / fourth paragraph, etc. using the word bank and paragraph plan. Groups continue to
thought, felt and circulate the responses until the composition (paragraph plan) is completed.
imagined
Learners read the full compositions out loud and consider what worked well in each description/plan and how their
plan and word bank might need to be revised (F)
Suitable topics can be found in past papers examination papers, e.g.:
 Nov 2020 Papers 1123/11 / 1123/12 Q2

AO2 Writing Descriptive Suitable topics can be found in past papers examination papers, e.g.:
composition:  Jun 2020 Paper 1123/12 Q2
W1 articulate
opportunity for  Jun 2020 Paper 1123/11 Q2
experience and
summative  2024 Specimen Paper 1 Q2, Q3. (F)
express what is
assessment
thought, felt and
imagined
W2 organise and
structure ideas and
opinions for
deliberate effect
W3 use a range of
vocabulary and
sentence structures
appropriate to
context
W5 make accurate
use of spelling,

49
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

punctuation and
grammar

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

50
9 Narrative composition

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO2 Writing Recognising some of Learners research and create a list of the ‘ingredients’ of a good/bad story and present the essential features of an
the features of effective narrative based on their research.
W1 articulate
effective narratives
experience and Research might include:
express what is  online blogs about writing, e.g. www.fromwhisperstoroars.com/blog-1/2018/1/11/understanding-the-7-key-
thought, felt and elements-of-a-narrative or http://ncowie.wordpress.com/2008/02/10/features-of-narrative-writing/]
imagined  study guides and online study sites
 endorsed text books
W2 organise and
 online advice about writing from successful contemporary authors of cross over fiction, e.g.
structure ideas and
https://rickriordan.com/about/advice-for-writers/
opinions for
 examples of effective responses to narrative tasks, e.g. from learners in the year above.
deliberate effect
W3 use a range of
vocabulary and
sentence structures
appropriate to
context

AO2 Writing Begin to explore the Learners read a short story, e.g. The Landlady by Roald Dahl
techniques of www.teachingenglish.org.uk/sites/teacheng/files/landlady_text.pdf
W1 articulate
effective narrative
experience and Learners discuss what makes this an effective short story. Elicit the following techniques:
composition
express what is  characters
thought, felt and  simplicity of plot
imagined  setting
 theme
 possible plot twists
 opening and ending.
At this stage it is sufficient that learners understand these terms and recognise good practice.

AO2 Writing Recognising the Read another short story to the class, e.g. Secrets by Bernard MacLaverty.
techniques of
W1 articulate Learners discuss how the story demonstrates:
effective narrative
experience and  characters
composition
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

 simplicity of plot
express what is
 setting
thought, felt and
 theme
imagined
 possible plot twists
 opening and ending.
Learners report back on their findings. (F)
The following website has some methods and tips to help learners with feeding back to the class:
https://lindsayannlearning.com/classroom-discussion-goals/

AO2 Writing Understanding the Learners revisit and refine their list of the key features of effective narrative composition and then read/watch
techniques of advice for approaches to structuring a story.
W2 organise and
narrative composition
structure ideas and Learners might listen to a podcast / watch a video – useful resources can be found online, such as:
opinions for www.khanacademy.org/humanities/hass-storytelling/storytelling-pixar-in-a-box
deliberate effect
What advice would they now give to someone who wanted to write an effective narrative?

AO2 Writing Analysing examples Learners choose one of the short stories already read in class / an example from their own reading and consider
of narrative which (from a selection of) visual representations best shows its structure.
W2 organise and
structure ideas and composition Examples of visual representations of narrative structures can be found online for example:
opinions for https://ccea.org.uk/learning-resources/creative-writing/structure/narrative-structures
deliberate effect
Learners use/adapt the closest representation and explain to another pair how their story is organised and
structured and why they think the writer might have made that choice.

AO2 Writing Analysing narrative Give learners elements of a simple plot, a familiar setting and information about the main characters involved.
composition (ii) Discuss different ways learners might structure the narrative.
W2 organise and
structure ideas and In pairs, learners agree the structure they think would work best and why.
opinions for
Pairs give a talk to the class about their chosen structure to explain how and why they think it will be an effective
deliberate effect
way to present the narrative.

AO2 Writing Writing about the plot Learners produce a simple plot outline for a particular genre, e.g. crime, mystery, science fiction, fantasy.
W1 articulate Creative writing prompts can be found online, for example:
experience and www.writersdigest.com/prompts//
express what is

52
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

thought, felt and www.shiocton.k12.wi.us/cms_files/resources/45%20Narrative%20Prompts.doc

imagined
http://homeworktips.about.com/od/essaywriting/a/narrativetopics.htm

AO2 Writing Writing about Learners make a list of two or three characters for their genre and then write three sentences describing each.
character, setting
W1 articulate Next, ask them to create a setting for their genre and write three sentences to describe it.
and endings
experience and
Finally, learners work out a possible plot for a narrative composition.
express what is
thought, felt and
imagined

AO2 Writing Organising ideas Learners produce a paragraph plan for their narrative composition.
W2 organise and
structure ideas and
opinions for
deliberate effect

AO2 Writing Punctuating direct Learners examine the use of direct speech / dialogue in the short stories already studied and discuss its
speech usefulness in narrative composition.
W5 make accurate
use of spelling, Revision activities can be found online, e.g.: www.skillsworkshop.org/resources/speech-marks
punctuation and
In pairs, learners write a short section of dialogue as:
grammar
 the opening to their narrative composition
 the turning point in their narrative composition
 the conclusion of their narrative composition.
Discuss which might be the most effective use of dialogue for the planned composition, and why.

AO2 Writing Producing narrative Learners revisit their plan, adapt and refine it where they think necessary and use it to produce a narrative
writing composition.
W1 articulate
experience and Possible topics might be found in online collections such as:
express what is http://homeworktips.about.com/od/essaywriting/a/narrativetopics.htm
thought, felt and
https://essaypro.com/blog/narrative-essay-topics
imagined
W5 make accurate

53
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

use of spelling,
punctuation and
grammar

AO2 Writing Redrafting and Learners swap their narrative composition with a partner and ask them to write an analysis of it, outlining what
improving narrative worked well (www) and what might be improved / even better if (ebi). The analysis should offer comments and
W1 articulate
writing suggestions on at least three of the following checklist items:
experience and
 creation of character
express what is
 setting/atmosphere
thought, felt and
 plot/structure
imagined
 ending/beginning
W5 make accurate  sentence structure
use of spelling,  use of dialogue
punctuation and  spelling and punctuation.
grammar
Groups swap back and re-draft for peer assessment. (F)
Learners create a checklist for what they need to include in their narrative, e.g.
https://bpcenglish.wordpress.com/2017/10/02/creative-writing/ or use the following checklist:
 I have described the setting.
 I have used details to show what characters are like.
 I have included descriptive details that appeal to different senses.
 I have introduced a problem or an event.
 I have included dialogue at an important point.
 I have used powerful verbs and adjectives.
 I have checked my spelling and punctuation.
 I have checked my story makes sense.

AO2 Writing Choosing and Give learners a list of ten narrative composition titles to discuss with a partner how they would rank them – from
planning narratives the topic they would be most likely to choose to write about in an exam to the least.
W1 articulate
experience and Learners share their top and bottom choices, explaining their reasons why.
express what is
Groups nominate one title which they think might be the trickiest / least popular / least interesting to write about.
thought, felt and
They then select one of the nominated titles, prepare ideas for it and present a plan to the class.
imagined
What strategies can help you choose which composition title you would be best able to answer in an examination?
W5 make accurate
use of spelling,

54
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

punctuation and
grammar

AO2 Writing Narrative writing: Given a choice of two narrative tasks, learners plan their answers for each, then select one to complete in timed
opportunity for conditions.
W1 articulate
summative
experience and Learners use their checklists to check and edit their response.
assessment
express what is
thought, felt and
imagined
W2 organise and
structure ideas and
opinions for
deliberate effect
W3 use a range of
vocabulary and
sentence structures
appropriate to
context
W5 make accurate
use of spelling,
punctuation and
grammar.

Past and specimen papers

Past/specimen papers for 1123 are available to download at www.cambridgeinternational/support and for 1125 at www.cambridgeinternational.org/mauritius (F)

55
Scheme of Work

10 Speaking

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO3 Speaking Identifying and Give learners one fact (problem) related to an overarching issue (for example, damage to the environment). In
developing relevant pairs, learners suggest an idea (solution) that would help to address one or both of their ‘problem’ facts.
S1 present facts,
content
ideas and opinions Learners share their facts and ideas in groups and suggest/explore the differing opinions that different people
Organising ideas might have about each idea and reasons why.
Learners report three key points of their discussion to the class.
Extension activities:
 Learners present to a new group the facts, ideas and opinions their previous group discussed. They then
return to their original group to agree 3–5 main points to be covered and the order in which they should
happen in a talk on the topic.
 In pairs, learners take turns to explain to each other their own opinion about a problem and suggested
solution(s) related to the overarching issue.
In pairs, learners discuss and rank order 3–5 facts related to a given topic to decide which might be the most
engaging or interesting for an audience new to that topic.
Learners explain to the class or group which fact they had as the lowest in their ranking and why.

AO3 Speaking Recognising some of Learners listen to the openings to two or three speeches/talks on the same or a similar topic and discuss which is
the features of an more engaging and why. Ask learners which would they be most interested to hear more of?
S1 present facts,
effective talk
ideas and opinions Learners research/are given examples to identify different ways in which a speaker might engage (hook) their
audience at the beginning of a presentation, for example, the use of a compelling fact, anecdote/story, question or
S2 demonstrate
quotation.
control of a range of
vocabulary and Learners prepare the opening of a speech on a topic of personal interest and present to a partner for peer review.
grammatical
Partners offer feedback, for example, two things they liked about the opening and one way in which it might be
structures
improved and/or what as listeners they were interested to know more about or what they didn’t understand. (F)
Learners revisit their planned openings in the light of initial feedback and redraft/extend them. (I) (F)

AO3 Speaking Improving the clarity Learners listen to excerpts from documentaries on a given topic to gather useful information, ideas and vocabulary
of presentations for a short podcast or talk aimed at a specified audience. For example, ‘[Topic] – the essentials for teenagers in
S1 present facts,
under two minutes’ / ‘What parents need to know about [topic] – in just two minutes’.
ideas and opinions

56
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

Some awareness of Learners record or present their talk/podcast and then listen to an excerpt from a successful (exemplar)
S3 demonstrate
the needs of an podcast/talk on a different topic for the same audience.
control of
audience
pronunciation and In pairs, learners review their presentations in comparison to the exemplar and identify up to three targets for
intonation improvement, related to:
 pronunciation
 pace
 intonation
 linking of ideas
 detail of explanations. (F)

AO3 Speaking Using pronunciation In pairs, learners listen to most or all of a news article selected from a longer broadcast and practise giving a
and intonation to spoken summary of the article in brief / or a concise introduction to the article.
S1 present facts,
convey intended
ideas and opinions In groups, learners share their summaries/introductions and decide on a running order to create a roundup of the
meaning
news in brief / the opening to a news programme introducing the lead stories.
S3 demonstrate
Selection and
control of In pairs, learners practise giving their summary/introduction to the news. Then give learners the descriptors for S3
organisation of
pronunciation and to peer assess and rehearse/refine their openings/summaries to target the next level up. (F)
relevant ideas
intonation
Extension activity: learners listen to the actual opening/closing round up of the news programme and rate their
own presentation Level 1–5 for S1 and S3 in comparison. (I) (F)

AO3 Speaking Deliberate use of Learners listen to the teacher reading / a recorded version of a book aimed at very young children and draw up a
pronunciation list of what they notice about how the reader is using/varying their voice.
S2 demonstrate
intonation and pace
control of a range of In groups, learners share ideas and draw up a list of tips for anyone reading/telling a story to children of this age.
for effect
vocabulary and For example, learners should consider ways to vary pace, tone and emphasis to help keep the attention of the
grammatical Precise use of audience and/or make meaning clear.
structures appropriate
In pairs, learners explore and practise reading out loud/directing each other to read a range of stories aimed at
vocabulary
S3 demonstrate very young children. (F)
control of
Learners retell a traditional story as if for a very young audience/write their own story for very young children and
pronunciation and
perform it to a partner.
intonation
Extension activities: learners reflect on the range of vocabulary and grammatical structures used in their stories
and discuss:
 Why might they want to limit the range when talking or reading to very young children?
 How and why might this be different when talking to adults?

57
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

In groups, learners consider excerpts from texts aimed at older children and adults to identify ways in which they
are different from those aimed at very young children.
Learners adapt a section of a factual text for very young children for an audience of older children/teenagers,
considering how they might need to vary and extend the vocabulary and/or grammatical structures they use.

AO3 Speaking Identifying errors Give pairs of learners a short excerpt (for example, from a film script or literature text) with a key feature (for
and/or decisions that example, punctuation, verbs or modifiers) removed. Learners practise ways of delivering the script/reading the text
S2 demonstrate
can affect meaning out loud, adding in what they think is needed (cloze activity) to make the intended sense clear.
control of a range of
vocabulary and Extension activity: learners listen to the excerpt performed/read out (for example, they might watch the clip from
grammatical the film) to identify how and why it is different from their own performance and how meaning is affected by the
structures decisions they made. Learners might consider for example how:
S3 demonstrate  the intonation used can change statements to questions or to an expression of surprise
control of  short sentences might be used deliberately to build suspense or communicate annoyance
pronunciation and  modifiers describe or limit the meaning of other words
intonation  using an incorrect possessive pronoun can affect meaning.
Learners revisit their cloze response and refine it to match the presentation in the excerpt from the film/audio
version of the literature text. (F) (I)
Learners evaluate their own performance to identify one aspect of spoken English they find the most challenging.
Learners research and/or are directed to relevant online videos and/or activities targeting that aspect of spoken
English. (F) (I) For example www.cambridgeenglish.org/learning-english/activities-for-learners/c1p065-intonation

AO3 Speaking Recognising a range Learners listen to short excerpts from different types of audio/video texts, for example a trailer for a film or tv
of grammatical programme, a documentary, or an interview. Learners identify examples of specified grammatical structures in
S2 demonstrate
structures action, for example, use of particular tense(s), connectives and/or question types.
control of a range of
vocabulary and Learners in groups or pairs choose / are allocated one type of text and create their own excerpt using the same
grammatical structure(s). Learners perform or record their excerpts and peer review using the level descriptors for S2. (F)
structures
Learners listen to all/some of the rest of the film or text identifying examples of spoken language used for effect. (I)

AO3 Speaking Using a range of Learners think of ways to describe their favourite film, book or television/online series using as many different
grammatical tenses as they can.
S2 demonstrate
structures
control of a range of For example:
vocabulary and  This film is the most popular animated film ever.

58
 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

 I first saw this film when I was 7 years old.

grammatical
 I’ve watched this film ten or perhaps even twenty times.
structures
 At the start of the film, a family is moving home.
Learners share their descriptions in pairs to identify and match the different tenses they have used.
Extension activity: learners develop a two-minute description of their favourite film, book or television/online
series describing it, comparing it to others and suggesting who might or might not also enjoy it and why.

AO3 Speaking Recognising small Give learners a song lyric sheets with the rhymes from the lyrics missing. Learners fill in the missing words, then
differences in listen to the song to identify which words they correctly predicted. (F)
S3 demonstrate
pronunciation that
control of Learners draw up / are given a list of 12 minimal pairs (words that are exactly the same except for one different
affect meaning
pronunciation and sound, for example, sheep/ship; lip/rip) based on their pronunciation challenges and practise reading/dictating to
intonation each other.
Learners play ‘Minimal Pairs Bingo’. To do this, learners draw up a bingo board of 9 words (each taken from one
half of a minimal pair). The teacher/a designated learner reads out one of each pair and learners circle in pencil
any word they hear that is on their list until there is a winner (someone who has correctly identified all 9 of their
words).
Learners evaluate which sound(s) they found most difficult to distinguish between. (F)
Learners listen to songs they do not know well online to identify the lyrics for one/more sections of the song, then
compare them to the actual lyrics. (I)

AO3 Speaking Expressing thoughts Learners suggest the kinds of people that others admire or look up to and agree 3–5 questions that would be
and feelings interesting to ask someone who is admired by / considered a role model for others.
S4 respond
appropriately and Learners research / are given details of someone (living) who has achieved something remarkable and/or is
maintain considered inspiring.
communication
In pairs, learners role play interviewing this person (for example for a radio, online or television programme)
swopping round so both have a turn as being the interviewer and interviewee.
In groups, learners question each other to find out about the different people they interviewed in their pairs and
decide who of those people should receive an award for being ‘the most inspirational person of our times’ (and
why).
Extension activities: learners rate their own level of participation in the group discussion using the second strand
of the descriptors for S4. For example, were they able to respond to questions from others fully and confidently
(Level 5) – if not, where on the level descriptors would they place themselves? (F)

59
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

In pairs, learners identify potential barriers for participation in discussion. Groups draw up a list of rules for group
discussion to encourage and allow everyone to participate fully.

AO3 Speaking Encouraging Give learners cards with designated roles they must adopt for a group discussion to follow. For example, roles
appropriate and might include someone who:
S4 respond
confident responses  repeats or summarises everything that has been said so far
appropriately and
 asks both open and closed questions
maintain
 agrees with an idea and then develops or extends it
communication
 challenges ideas occasionally
 disagrees with everything that is said.
Learners are allocated a familiar topic, for example, whether school uniform is a good idea or not, or whether
young people spend too much time online and ‘discuss’ for 5–10 minutes according to their given role.
In new groups / as a class, learners share their thoughts about the discussion(s) to draw up two lists:
 ways to keep a conversation going
 things to avoid doing in a conversation.

AO3 Speaking Reflecting on own Learners listen to examples of 1 or 2 recorded practice Speaking tests and decide which is the most successful /
and other’s rate the candidate’s performance using the mark scheme descriptors for one of the four assessment objectives.
S1 present facts,
understanding and
ideas and opinions Learners discuss how the candidate could have targeted the next level up for their specified assessment objective.
skills
S2 demonstrate In pairs, learners conduct a mini version of the same practice test – speaking for just one minute and then
control of a range of conversing for 3 minutes, before swopping over so that each had been examiner and candidate.
vocabulary and
Learners then evaluate what they learned about the test and the evidence of skills they need to show to do well.
grammatical
structures Extension activity: in mixed groups, learners compare their targets for each of the four Speaking objectives and
draw up advice (for example, as a brief talk or leaflet) for learners in the year below [How to do well in your
S3 demonstrate
Speaking test / Want to target Level 5 in Speaking?] (F)
control of
pronunciation and
intonation
S4 respond
appropriately and
maintain
communication

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 Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO3 Speaking Exploring ways to Learners play ‘Conversation tennis’. To do this, learners in pairs/teams are given a starter sentence and then take
respond to others turns to keep the conversation going for as long as they can, for example using advice offered by different online
S4 respond
sites such as https://english-at-home.com/speaking/english-conversation/ and/or creating a checklist to include
appropriately and Maintaining a
ideas such as:
maintain conversation
 asking a question about what has just been said
communication
 agreeing and adding in an example to support that point
 politely disagreeing and suggesting an alternative point of view.
Extension activity: each pair has an observer – a learner who will not participate in the conversation but watches,
listens and makes notes of what happens. Observers report back to their pair what they noticed about the
conversation, for example when it sounded most natural, when it faltered or stalled. Learners reflect on the most
effective way(s) to develop and extend conversations. (F)

AO3 Speaking Listening and Learners are each given information on/read texts containing different viewpoints of a topic/situation, for example
responding a dispute between neighbours, or objections to a proposed initiative of some kind, and make notes of their initial
S4 respond
appropriately to the thoughts.
appropriately and
contributions of
maintain In pairs, learners share their understanding of the situation and discuss what they think the main barriers are to
others
communication resolution of the issue.
Learners work in groups to address the situation and propose to the class a resolution that takes account of all
viewpoints/considerations.
In pairs, learners watch/perform practice conversations discussing the proposed solutions from one or more of the
other groups and the extent to which they agree or disagree with the proposal(s).
Extension activities:
 Learners peer assess the other pair using the level descriptors for S4. (F)
 In groups, learners discuss ‘what went well’ in the conversations they have assessed and taken part in
and what would be ‘even better if’. (F)

AO3 Speaking Understanding the Learners prepare a short talk in groups on any aspect of a general topic from a specimen paper (for example
requirements of a tidiness).
S1 present facts,
Speaking test
ideas and opinions In pairs, learners (from different groups) listen to each other’s talks and then ask/answer questions to begin a
conversation.
S2 demonstrate
control of a range of In new groups, learners discuss the overall topic, developing and responding to each other’s ideas.
vocabulary and
Give learners the actual paper and practise in pairs being the examiner and the candidate.
grammatical
structures

61
Scheme of Work

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

S3 demonstrate Learners listen to examples of their peers’ practice Speaking tests (for example to the specimen task) and
control of consider the advice they would give to each learner to improve. (F)
pronunciation and
Extension activity: learners devise a mini ‘Speaking assessment card’ based on another topic (using the
intonation
specimen task Paper 3 as a guide to the rubric and layout).
S4 respond
appropriately and Their assessment card needs to include:
maintain  a title (the overall topic)
 one aspect or perspective of the topic to be focused on for an individual talk (1 minute)
 one question to discuss with the ‘examiner’ (3 minutes)
 two opinions on the topic (the speech bubbles).
Pairs try out each other’s mini-Speaking tests and evaluate each other’s responses using the mark scheme
descriptors. (F)

AO3 Speaking Giving a talk: Learners listen to a successful example of a speaker (live or recorded) giving a talk and identify 3–5 positive
opportunity for features.
S1 present facts,
summative
ideas and opinions In pairs, learners discuss considerations when giving a talk/presentation, for example, engagement of listener,
assessment
tone, pace, projection, eye contact. Learners review their list alongside the assessment criteria for Level 5.
S2 demonstrate
control of a range of In groups, learners consider a selection of available advice on giving a talk and create their own 1–2-minute
vocabulary and presentation on, ‘How / how not to give a talk’.
grammatical
In groups or pairs, learners select from topic cards on different but related subjects, for example, outlining issues
structures
of local, national or global interest and talk for one minute on their views/opinion related to the subject. Listeners
S3 demonstrate make notes of points of interest/questions they could ask the speaker to explore the topic further. The process is
control of repeated to allow each learner to select and speak on a topic.
pronunciation and
Extension activity: learners share their questions and discuss how the topics are related.
intonation
S4 respond Learners receive a new topic card from one of the related subjects and have time (3–4 minutes) to collate/plan
appropriately and their ideas and then present or record a 2-minute talk. (I)
maintain

Past and specimen papers

Past/specimen papers for 1125 are available to download at www.cambridgeinternational.org/mauritius

62
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