ENGLISH LANGUAGE

SCHEME OF WORK FOR FORM 1

SEMESTER 2

WEEK THEME/ TOPIC

RESOURCES READING WRITING LISTENING & SPEAKING

DSP REMARKS

1 LiteraturePeopleSocial Issues

Short Story: ‘Flipping Fantastic’

- please refer to the existing module

Use a wide range of punctuation to make meaning clear, including generally accurate use of commas in complex sentences and to present dialogue

Draw students’ attention to how punctuation is used in a range of texts to create nuances of meaning:CommasSemi colon Colon, DashBrackets

Give an informed personal response to a text and provide some textual reference in support

Work in 3’s. One to put forward a point about a character, the other to explain what this point means, the other to find evidence. This could be done on different coloured slips of paper

Magazine Project -Students to agree on magazine title, audience, range of non- fiction texts to be included. For example, comment, review, diary/blog extracts, letters, emails, advertisement, review, explanation/instruction etc.

HOM 16:Remaining open to continuous learning

2 Literature Poem: ‘Mr Use inference and deduction to

Give an informed personal

Values Nobody’

- please refer to the existing module

recognise implicit and inferred meanings

Predict what the poem is about from the title; suggest a different title;

highlight different lexical fields e.g. positive/ negative;

response to a text and provide some textual reference in support

write a letter to the poet asking some key questions

Compose a song/poem

Based on SPM reading comprehension samples

3 PeopleValues

‘Festivals of Malaysia’

Scope 4: Article 12, pg 37

Make relevant notes to select, collate and summarise ideas from texts

Read a passage on‘Festivals of Malaysia’And write a summary

Grammar: Subject Verb Agreement

Develop different ways of generating, organising and shaping ideas, using a range of planning formats or methods

Write an informal letter to a pen pal ddescribing a culktural celebration in your hometown

Begin to make sensitive contributions to group discussions, engaging with complex material, making perceptive responses and showing awareness of a speaker’s aims

Teacher to outline task specification:

1 student to be a presenter; visual style of TV news reporters copied; music used to signal introduction;

presenter – overview/headlines presented;

HOM 8:Applying past knowledge to new situations

first story to cut from presenter summary to freeze frame/drama re-enactment/interview;

4 more news items to be included plus a conclusion. Issues of fact and opinion discussed.

4 Brochures

STEP AHEAD 1

Pg 176-202

Understand the conventions of standard English and how to use them consistently in writing

Read a brochure on the Green Volunteer Network and form filling

Extract the main points and relevant information from a text or ICT source, using a range of strategies such as skimming and scanning

Summary writing based on the brochure

B4 DT1 E1

Word processing

HOM 10:Gather data through all senses

5 Fantasy Stories STEP AHEAD

1

Pg 204-227

Develop different ways of generating, organising and shaping ideas, using a range of planning formats or methods

Fill in a 6 stage

Speak for a variety of purposes, such as to explain, describe, narrate, explore, analyse, imagine, discuss, argue

HOM 11:Creating, imagining and innovating

narrative plan – opening which establishes characters and setting; build up – development of characters and their world; problem – complications; a series of events as characters try to overcome, sort out the problems; resolution – they sort it out; end – they reflect on what has happened, look forward.

and persuade

Descriptions (e.g. Description of bedroom) General introduction/context to description; description divided into sections/chunks – e.g. room by room; speaker to take on voice/connectives of a commentator e.g. Let us go next to...; noun phrases

6 Action stories

STEP AHEAD

1

Pg 280-306

Use inference and deduction to recognise implicit and inferred meanings

- In a short fiction extract, underline words which show how a character speaks, moves, looks. What clues do these give about the character?

- Create a ‘character line’ of how a character changes throughout

Develop different ways of generating, organising and shaping ideas, using a range of planning formats or methods

- Use storyboards, story maps Paragraph boxes with topic sentences

Use a range of vocabulary appropriate to context, and use language to clarify meaning and to interest and convince their audience

Narrate e.g. A first hand account of an event/ incident: first person; narrative structure – orientation,

B4 DB1 E1 HOM 16:Remaining open to continuous learning

a text problem, complication, resolution, reflection; different speaking voices; chronological connectives such as then, next, meanwhile.

7 News ReportSocial Issues

STEP AHEAD 1

Pg 308- 331

Extract the main points and relevant information from a text or ICT source, using a range of strategies such as skimming and scanning

Read a newspaper report on an event (e.g Independence Day)Scanning: a reading technique to look for specific information in a text – such as a phone number, timetables, lists, catalogues or web

Make relevant notes to select, collate and summarise ideas from texts

Describing experience on an event and summary writing

Use correct grammar, including articles, word order and tenses in a range of genres and text types

Grammar: Direct and Indirect Speech

B5 DB1

HOM 2:Managing impulsivity

pages for information - the concentration is on finding a particular answer/piece of information.

8 Colour Poem

English 1Checkpoint

Pg 46-50

Use inference and deduction to recognise implicit and inferred meaning

Poem recitation and responding to the poem, Colour Poems (pg 56)

Predict what the poem is about from the title; suggest a different title; tell the ‘story’ of the poem in 100

B5 DL1, B5 DT1B6 DL1 E1, B6 DL1 E2, B6 DL1 E3

HOM 3:Devoting mental energy to another person’s thoughts and ideas.

words

Vocabulary : Similes

9 Literary Heritage:Writers around the world

English 1Checkpoint

57-72

Use a wide range of punctuation to make meaning clear, including generally accurate use of commas in complex sentences and to present dialoguePunctuation elements:Question and exclamation mark, Commas, Semi colon,

Use correct grammar, including articles, word order and tenses in a range of genres and text types

Grammar : The Simple Past

Make relevant notes to select, collate and summarise ideas from texts Reading Comprehension and summary: Extracts of classical stories

HOM 12:Responding with wonderment and awe

Tense

10 Storytelling English 1Checkpoint

73-98

Extract the main points and relevant information from a text or ICT source, using a range of strategies such as skimming and scanning

Reading comprehension: The Mysterious Traveller

Develop different ways of generating, organising and shaping ideas, using a range of planning formats or methods

Design a storyboard :- a sequence of drawings, typically with some directions and dialogue, representing the shots planned for a movie or television production.

Speak for a variety of purposes, such as to explain, describe, narrate, explore, analyse, imagine, discuss, argue and persuade

Storytelling sessions

HOM 11:Creating, imagining and innovating

11

Refugees in the 21st centurySocial Issues

Extract the main points and relevant information from a text or ICT source, using a range of strategies such as skimming and scanning Research : Gathering Information on refugees Reading

Scan a text for specific information/answers to questions, using highlighting

Make relevant notes to select, collate and summarise ideas from texts Comprehension and summary: Mariam’s Story

Use a range of vocabulary appropriate to context, and use language to clarify meaning and to interest and convince their audience

Debate

B6 DB1 E1

B6 DT1 E1

HOM 10:Gather data through all senses

12Progression Test 1 (Stage 7)

13 Revision

*HA- High Achievers LA- Low Achievers

*HOM – Habits of Mind

*DSP – Dokumen Standard Prestasi (PBS)