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)