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Form 4 English Scheme of Work 2016

This document provides a scheme of work for an English language class at SMK Mohamad Ali Ranau for the year 2016. It outlines the weekly themes, learning outcomes, activities and educational emphasis for each week over 29 weeks. The learning outcomes are categorized into language for interpersonal use, informational use, and aesthetic use. Sample activities include discussions, reading comprehension exercises, writing assignments, and analyzing elements of poems and short stories. The educational emphasis varies each week and includes thinking skills, ICT skills, grammar topics, sound systems, and preparation for real world application.

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Azrul Akmar
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© © All Rights Reserved
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418 views10 pages

Form 4 English Scheme of Work 2016

This document provides a scheme of work for an English language class at SMK Mohamad Ali Ranau for the year 2016. It outlines the weekly themes, learning outcomes, activities and educational emphasis for each week over 29 weeks. The learning outcomes are categorized into language for interpersonal use, informational use, and aesthetic use. Sample activities include discussions, reading comprehension exercises, writing assignments, and analyzing elements of poems and short stories. The educational emphasis varies each week and includes thinking skills, ICT skills, grammar topics, sound systems, and preparation for real world application.

Uploaded by

Azrul Akmar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Prepared by

RAMADANA RAPPICE
pg 1|8

SMK MOHAMAD ALI RANAU


ENGLISH LANGUAGE
FORM 4
SCHEME OF
WORK 2016
WEEK
13
4/1
22/1

45
25/1
5/2

THEME
/
CHAPTER
TOPI
1
People
Social
Issues

CHAPTER
2
People

LEARNING
OUTCOMES
Language For Interpersonal Use
a. take part in discussions
b. introducing oneself
c. keep a daily journal
d. write an informal letter
Language For Informational Use
a. identifying main ideas
b. reading materials in print
Language For Aesthetic Use
a. reciting poem
LIVING PHOTOGRAPH
b. composing simple poems
Language For Interpersonal Use
a. talk about oneself
b. give instructions and advice
Language For Informational Use
a. read a web page
b. identify main idea
c. interpreting non-linear text
Language For Aesthetic Use
LIVING PHOTOGRAPH
a. structural element
b. conveying message

L L L
1 2 3

ACTIVITI
ES
1. Group discussion.
2. Answer wh-questions
3. Talking about oneself (experiences, etc.)
4. Writing down significant happenings form
time to time.
5. Scanning for specific ideas.
6. Look for required information in a text.
7. Following sequence of ideas.
8. Reciting a poem
9. Composing a poem.

EDUCATIO
NAL
Thinking
Skills:
EMPHA

identifying causes

GRAMMA
R
Subject-verb
Agreement

SOUND
SYSTE
Vowel
M /e/
Intonation

Multiple
Intelligences

1. Talk about experiences such as helping to


look after grandparent, etc.
2. Responding to questions politely by giving
required information.
3. Skimming and scanning for specific ideas.
4. Summarize: identify main idea.
5. Jot down key words and phrases.
6. Describing characters and setting
7. Explanation of plot and sequence of events

Thinking Skills:
evaluating
Multiple
Intelligences

Modals:
need to, should
Articles

Vowel /I/
/I:/

68
8/2
26/2

CHAPTER
3
Environmen
t

Language For Interpersonal Use


a. carrying out a variety of language
function.
Language For Informational Use
a. obtain information
b. process information c.
composing short text
Language For Aesthetic Use
a. elements in a short story
b. explaining the message
SHORT STORY TANJUNG RHU

1. Persuading someone to do something in


simple language.
2. Silent reading & reading aloud of current
interest.
3. Drawing conclusions
4. Understand context clues.
5. True / False statements
6. Writing a short article on the environment.
7. Talking about the message of the poem.

Thinking Skills:
Identifying true
/false statements
Multiple
Intelligences

Present Perfect
Tense
Punctuation:
Capital letters,
commas,
question marks,
quotation
marks

Consonant
/w/ . /v/

WEEK
9
10
11 -12
21/3
1/4

13 -14
4/4
15/4

15 17
18/4
6/5

THEME
/
TOPI

CHAPTER
4
People

CHAPTER
5
Health

CHAPTER
6
Science
and
Technology

LEARNING
OUTCOMES

Language For Interpersonal Use


a. talking about oneself and dreams
Language For Informational Use
a. convert information into a table.
b. reading an interview
c. present information for different
audiences.
Language For Aesthetic Use
a. elements in a short story
b. structural element
SHORT STORY TANJUNG RHU
Language For Interpersonal Use
a. carrying out language function.
b. respond to questions politely.
Language For Informational Use
a. scanning for specific information.
b. Linking the main ideas.
c. Expanding notes and outlines.
Language For Aesthetic Use
a. elements in short story
b. structural element
SHORT STORY LEAVING
Language For Interpersonal Use
a. obtain goods and services
Language For Informational Use
a. listening to a radio talk.
b. discerning sequence of ideas.
c. expanding notes
d. drawing conclusion
e. presenting information in non-linear
forms.
Language For Aesthetic Use
a. elements in short story
b. structural element
SHORT STORY LEAVING

L L L
ACTIVITI
EDUCATIO
ES
NAL
1 2 3
PEPERIKSAAN DALAMAN USBF 1 (29/02/16 EMPHA
4/03/16)
REVISION 7/3
11/3
MID TERM HOLIDAYS
(12/03/16
Thinking Skills:
1. Talking20/03/16)
about ones ambition / dreams.

2. Summarize main points in a table.


3. Identifying points in a text.
4. Understand context clues.
5. Writing an interview of an outstanding
achievement.
6. Describing the place and time the story
took place.
7. Narrating sequence of events

Evaluating

ICT Skills:
Internet for
research

GRAMMA
R

Adverbs of
Degree

SOUND
SYSTE
M

Consonant
/k/

Interrogative
pronouns

1. Express concern and offer help.


2. Arranging conversation in the right order.
3. Reading for main ideas.
4. Summarizing the main idea from a web
diagram.
5. Write a fact sheet on a common illness.
6. Describe characters and write a description
of a character.
7. Write the theme of the story.

Thinking Skills:
Making inferences

Past Perfect
Tense

Multiple
Intelligences:
Linguisticverbal/bodilykinesthetic

Verb Forms

1. Make enquiries about a product.


2. Identify the correct statements.
3. Read and identify the sequence of ideas in
an informal talk.
3. Writing an informal talk.
4. Drawing conclusions from an informal talk.
5. Search occupations that are relevant in the
field of science and technology
6. Identify imagery in the poem.
7. Understand the messages in the poem.

Thinking Skills:
Comparing and
contrasting

Consonant
/r/

Punctuation:
colon

Preparation for the


real world:
Occupations in the
field of science and
technology

Sentence
connectors

Diphthong
//

Sequence
connectors

Stress in
four syllable
words

Nouns
functioning as
adjectives

pg3|8

WEEK
18 -19
20
21 22
13/6
24/6

23
27/6
4/7

24 25
4/7
15/7

THEME
/
TOPI
CHAPTER 7
People

CHAPTER 8
Social Issues

CHAPTER 9
Social Issues

LEARNING
OUTCOMES

Language For Interpersonal Use


a. talking about personal
experiences.
Language For Informational Use
a. listening to spoken text.
b. presenting information.
c. reading materials in print.
d. extracting main ideas.
e. write recounts.
Language For Aesthetic Use
Revision: Poems and short stories
CHARGE OF THE LIGHT BRIGADE
a. structural elements
b. conveying message
Language For Interpersonal Use
a. carrying out language function.
b. identifying different points of view.
Language For Informational Use
a. listening to spoken text.
b. reading materials in print.
Language For Aesthetic Use
CHARGE OF THE LIGHT BRIGADE
a. structural element
b. conveying message
Language For Interpersonal Use
a. responding to complains.
Language For Informational Use
a. reading materials in print.
b. skimming for ideas.
c. meaning of text.
d. expanding outlines.
Language For Aesthetic Use
CHARGE OF THE LIGHT BRIGADE
a. structural element
b. conveying message

L L L
1 2 3

PEPERIKSAAN PPT (09/05/16 20/05/16)


REVISION (23/5/16 27/5/16)
MID YEAR HOLIDAYS (28/05/16 12/06/16)
1. Discuss about personal experiences
(helping people, etc.)
in pairs/groups.
2. Note important details.
3. Convert information into a graph.
4. Identifying supporting details.
5. Find evidence to support statements.
6. Identify main events in the correct

sequence.

7. Write a simple narrative.


8. Describe characters and setting.
9. Identifying the plot.
10. Identifying the message and values in
the short story.

ACTIVITI
ES

1. Express concern and sympathy.


2. Exchange ideas on how society can
help the elderly.
3. Design a card / write a letter to
express concern and to comfort.
4. Listen to a telephone conversation
and note important details.
5. Read a poem and seek correct
answers to multiple choice
questions.
6. Identifying the theme.
1. Respond to questions politely by giving
the required
information.
2. Give feedback about a service.
3. Read extracts from letters of complain
and skim for gist.
4. Understand context clues.
5. Writing a formal letter of complain.
6. Revision on poems and short stories.

EDUCATIO
NAL
EMPHA

GRAMMA
R

Thinking Skills:
Drawing
conclusions

Adjectives of
quality for
describing a
character

SOUND
SYSTE
M
Vowel
/^/

Negative
Prefixes
Punctuation:
semi colon

Thinking Skills:
Making inferences
Multiple
Intelligence:
Linguisticverbal/bodilykinesthetic

Using the
bibliography
Values and
Citizenship
Education:
Courageous acts

Infinitives as
objects of
verbs
Infinitive as
complements
of the verb to
be
Concrete and
abstract nouns

Consonant
clusters
/bl/, /br/
Contraction
s
Id, Im

Present
Continuous
Tense
Adjectives
functioning as
nouns

Consonant
/ek/, /z/

Gerunds as
compliments
of the verb to
be
Punctuation:
exclamation
mark

pg4|8

WEEK
26 27
18/7
29/7

28 29
1/8
12/8

THEME
/
CHAPTER
TOPI 10
Environment
Science &
Technology

CHAPTER 11
Science &
Technology
Values

LEARNING
OUTCOMES
Language For Interpersonal Use
a. exchanging ideas and opinions.
b. solving problems and making
decision.
Language For Informational Use
a. scanning for specific information.
b. identifying point of views.
c. writing description.
Language For Aesthetic Use
DRAMA: FIVE SHORT PLAYS
THE RIGHT THING TO DO
a. elements in DRAMA
b. structural element
Language For Interpersonal Use
a. exchanging opinions on topics of
interest.
b. discussing plans and
arrangements.
c. making decisions.
Language For Informational Use
a. listening to spoken text.
b. extracting main ideas.
c. interpreting non-linear text.
Language For Aesthetic Use
Revision: Poems and short stories
LIVING PHOTOGRAPH
CHARGE OF THE LIGHT BRIGADE
a. structural elements
b. conveying message

L L L
1 2 3

ACTIVITI
ES
1. Offer advice.
2. Exchange ideas on topics of interest.
3. Make recommendations and suggest
ways to solve a problem.
4. Read a brochure scan for details.
5. Identifying supporting details.
6. Use headings to understand main
points.
7. Write a brochure for water campaign.
8. Identify theme and message of poem.
9. Identify setting and cultural background.
10. Identify the poetry devices
personification, metaphor, etc.
1. Talk about ones preferences.
2. Discuss plans and arrangements
writing a report about an event.
3. Listen to a report and note important
details.
4. Read a report and identify main ideas
and supporting ideas; interpret non-linear
text such as tables and graphs; understand
contextual clues.
5. Retell a story in ones word.
6. Narrating sequence of events.
7. Identify characters, themes.
8. Identify theme, setting and cultural
background.
[Link] the values embedded in the short
story.

30

REVISION

31

PEPERIKSAAN DALAMAN USBF 2 (22/08/16 26/08/16)

EDUCATIO
NAL
Multiple
EMPHA

Intelligence: visualspatial
ICT Skills:
Search for
information

Thinking Skills:
Making
interpretations;
sequencing
Multiple
Intelligence:
musical, logicalmathematical

GRAMMA
R
Prepositions of
direction

SOUND
SYSTE
Diphthongs
M
/aI/, /I/

Preposition of
purpose

Prepositions of
time
Preposition of
place or
position

Consonant
clusters
/fl/, /sl/
Homograph
s

Adjectives of
comparison
regular forms
Punctuation:
hypen

pg5|8

WEEK
32 33
29/8
9/9

THEME
/
CHAPTER
TOPI 12
Environment
People

LEARNING
OUTCOMES
Language For Interpersonal Use
a. carrying out language function.
b. reading materials in print.
c. responding to questions orally.
Language For Informational Use
a. listening to spoken text.
b. scanning for specific
information.
c. identifying different points of
view.
d. drawing conclusions.
e. summarizing information.
Language For Aesthetic Use
DRAMA: FIVE SHORT PLAYS
RIGHT THING TO DO
a. elements in DRAMA
b. structural element

L L L
1 2 3

ACTIVITI
ES
1. Respond to questions politely by giving the
required information.
2. Read topics of current interest.
3. Exchange opinions.
4. Listen to panel discussion and note important
details.
5. Identify main ideas jot down key words and
phrases.
6. Read point of view to identify supporting
details and to understand context clues.
7. Draw conclusions identify cause and effect.
8. Summarize identify points of view.
9. Recite the poem.
10. Write a paragraph stating ones opinion of
the poem.
11. Identify theme, setting and cultural
background.

EDUCATIO
NAL
Thinking
Skills:
EMPHA
Evaluating;
Making
interpretations

GRAMMA
R
Connectors:
conjunction,
logical
connectors

SOUND
SYSTE
Consonant
M
clusters
/kl/, /kr/

Simple
compound
and complex
sentence

MID TERM HOLIDAYS (10/09/16 18/09/16)


34
19/9
23/9

CHAPTER 13
Environment
People

Language For Interpersonal Use


a. carrying out language function.
b. talking about oneself.
c. exchanging opinions.
d. solving problems
Language For Informational Use
a. reading materials in print.
b. scan for specific information.
c. summarizing information.
d. predicting outcomes.
e. expanding notes and outline.
Language For Aesthetic Use
DRAMA: FIVE SHORT PLAYS
a. elements in DRAMA
b. structural element

1. Persuade someone to do something.


2. Keep a journal a trip.
3. Exchange opinions about the clearing of a
forest for development.
4. Suggest ways to solve environmental
problems.
5. Read a journal and scan for details.
6. Identify context clues and supporting details.
7. Summarize: identify relevant information.
8. Make inferences: meaning of words and
phrases.
9. Write a journal entry about a place based on
articles, books, magazine and brochures.
10. Talk about values in the poem.
11. Write a paragraph whether the values in the
poem are meaningful to ones life.
12. Identify theme in the poem.

Values and
Citizenship
Education:
Collective
responsibility,
Involvement in
world organization.

Possessive
adjectives and
possessive
pronouns

Consonant
clusters
ps/s/, gn/n/

Demonstrative
pronouns
Punctuation:
brackets
Dictation

pg6|8

WEEK THEME
/
35
CHAPTER
TOPI 15
26/9
30/9

36
3/10
7/10

37 - 39
40 - 41
42 - 43

Values
People

CHAPTER 16
Science &
Technology

LEARNING
OUTCOMES
Language For Interpersonal Use
a. solving problems and making
decisions.
b. exchange ideas and opinions.
Language For Informational Use
a. reading materials in print.
b. identifying point of views.
c. predict outcomes.
d. summarizing information.
Language For Aesthetic Use
DRAMA: FIVE SHORT PLAYS
a. elements in DRAMA
b. structural element
Language For Interpersonal Use
a. talking about ones interest.
b. Exchange ideas and opinions.
c. solving problems and making
decisions.
Language For Informational Use
a. discerning sequence of ideas.
b. extracting main ideas and
details.
c. summarizing information.
d. drawing conclusions. e.
present information.
Language For Aesthetic Use
Revision: Poems and short
stories
LIVING PHOTOGRAPH
CHARGE OF THE LIGHT
BRIGADE
a. structural elements
b. conveying message

L L L
1 2 3

ACTIVITI
ES
1. Write a message to persuade youths to
support world peace.
2. Discuss about events and activities that could
promote intercultural understanding and
harmony.
3. Read an article and give opinions.
4. To predict the future based on a text
pertaining to UNESCO.
5. Summarize: ensuring readability.
6. Identify cultural backgraound.
7. Identify the sequence of events and plot.

1. Talking about ones future.


2. Discuss about Earths future.
3. Discussing ways to solve problems
cause and effect relationships.
4. Read descriptive accounts: follow sequence of
ideas.
5. Identify supporting details and understand
context clues.
6. Summarize: ensure relevance.
7. Stating evidence and reasons based on a text.
8. Writing a descriptive account: world in the
future.
9. Revision: 6 poems and 5 short stories.
- theme, plot, characters
- setting, cultural background
- values, message
- poetry devices

EDUCATIO
NAL
Thinking
Skills:
EMPHA

GRAMMA
R

Thinking Skills:
Solving problems,
Identify causes and
effects

Passive
construction
using has
and had

Preparation For
The Real World:
Vision 2020

Adverbs of
manner

Making
associations,
Comparing and
contrasting

Adjective and
preposition
combination
Adverbs of
time
Adverbs of
frequency
Punctuation:
underline for
emphasis

REVISION 10/10/16 28/10/16

FINAL YEAR EXAMINATION (07/11/16


POST MORTEM /11/11/16)
REFLECTION (21/11/16 25/11/16)
YEAR END HOLIDAYS (26/11/16 02/01/17)

L1 = Level 1 outlines the basic skills to be achieved by students.


L2 = Level 2 outlines the continuation of the students progress after achieving the basic skills.
L3 = Level 3 outlines the advance skills to be achieved by students.

pg 7|8

SOUND
SYSTE
Consonant
M
clusters
/lm/, /m/

Dipthong
/eI/

FORM FOUR ENGLISH SCHEME OF


WORK 2016
LITERATURE
COMPONENT
GENR
E
POEM

TITL
E
LIVING PHOTOGRAPH BY JACKIE
KAY CHARGE OF THE LIGHT BRIGADE

A POISON TREE Selected by : Pie Corbett


and Valerie
Bloom

BY TENNYSON

SHORT
STORY

Tanjung Rhu - Retold By


Kay West

LEAVING NO FOOTPRINT STORIES FROM


ASIA CHANGING THEIR SKIES BY
DRAM
A
1 period per week
WEEK

Leaving by M.G.
The right thing to do- Martin Ford

FIVE SHORT PLAYS BY OXFORD UNIVERSITY

GENR
E
POEM:
[Link]
PHOTOGRAPH
2. CHARGE OF THE
LIGHT BRIGADE
SHORT
STORY:
1. LEAVING NO
FOOTPRINT
-Tanjung Rhu
2. CHANGING
THEIR SKIES
- Leaving
DRAMA:
FIVE SHORT
PLAYS

LEARNING OUTCOMES
Language For Aesthetic Use
a. understanding and
telling in ones own
words the story and
poem heard and/or read,
and giving ones opinion
of the text;
b. recognizing elements in
a story such as characters
and setting;
c. explaining the message
the writer is trying to convey
and discussing how this
relates to ones life;
d. understanding other
peoples
cultures, traditions,
customs and beliefs;
e. reciting poems with
feeling and expression.

L
1

L
2

L
3

ACTIVITI
ES
1. Reciting a poem with feeling and
expression
and with correct pronunciation,
intonation, stress and rhythm.
2. Read a story
3. Talking about values found in the
text.
4. Talking about the theme and
writing a simple paragraph about the
theme of the story.
5. Talking about the message the
writer is putting across and writing a
simple paragraph on it.
6. Telling how events, characters
and values in the text are similar to
ones life.
7. Giving the sequence of events.
8. Talking about the place and time
the story
took place or the place the poem
describes and writing a simple

EDUCATION
AL
EMPHASI
Thinking
Skills: Make
decisions
Solve
problems
Values:
Compassi
on
Courage
Self
discipline
Cooperatio
n

Common questions

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Summarization is integral, assisting students in distilling essential content from broader texts. It's embedded across varied aspects such as converting information into tables, summarizing main ideas, and identifying key points in spoken and written texts. This skill is fundamental for effective communication and is applied in diverse contexts, such as health, science, and social issues, ensuring that students develop a refined ability to synthesize information concisely .

The curriculum leverages thinking skills by encouraging students to draw conclusions, make inferences, and engage in evaluative thinking to appreciate literature. For example, students evaluate structural elements and thematic messages in poems and short stories, such as 'The Charge of the Light Brigade' and drama elements within 'FIVE SHORT PLAYS' . These activities promote critical thinking and enable students to relate literature themes to real-life scenarios, thus integrating cognitive skills into literary appreciation.

The document emphasizes evaluative thinking by engaging students in discussions about diverse viewpoints on social issues, expressing concern, and suggesting solutions. Exercises that involve identifying themes and messages in poetry and drama, such as 'The Charge of the Light Brigade,' require students to assess the meaning and cultural significance of the content. Activities encourage students to draw comparisons and make informed judgments about the ethical and social messages within literature and real-world contexts .

The curriculum employs strategies such as scanning for specific information, summarizing main ideas, and expanding outlines to teach processing and interpretation of informational content. These activities are supplemented with exercises in linking ideas, drawing conclusions, and presenting information in non-linear forms like graphs . This multifaceted approach helps students develop a comprehensive understanding of informational texts, supports critical thinking, and enhances their ability to discern essential data from supplementary details.

Interpersonal language use is structured around real-life conversational contexts such as personal experiences, exchanging opinions, and solving problems. Themes like health, science, technology, and social issues are used to simulate real-life dialogues, where students carry out language functions, express concerns, and make inquiries . This approach ensures that language learning is pragmatic, preparing students to handle everyday communications with appropriate cultural sensitivity and politeness, thus enhancing their practical conversational abilities.

Cultural elements are incorporated through the analysis of themes, settings, and values within literature, like in 'FIVE SHORT PLAYS' and various poems. This inclusion helps students appreciate diverse cultural perspectives and align literary values with personal experiences. By understanding cultural settings and themes, students not only learn the language but also develop empathy and global awareness, which is crucial in today's interconnected world . This cultural enrichment aids in broadening students' worldview and promotes tolerance and intercultural understanding.

The curriculum prepares students for real-world roles by integrating topics on science, technology, and societal issues, teaching them how to make inquiries about products and services. Lessons on careers relevant to these fields help students explore potential occupations. Additionally, discussing themes like environmental concerns and participating in exercises that require solving problems or making decisions within societal contexts helps students understand the practical application of skills learned . This approach fosters a context for students to envision themselves in various professional and civic roles, thereby bridging educational content and career readiness.

Sequencing and chronological thinking skills are developed by activities such as narrating the sequence of events, describing the timeline and setting of stories, and retelling events in literature. Students engage with texts like short stories and drama to identify the plot and sequence of events, fostering an understanding of how narrative structure aids in comprehension . By piecing together sequences, students develop logical thinking skills crucial for both literary analysis and broader analytical competencies.

The educational emphases in teaching language for aesthetic use include understanding and telling stories and poems in one's own words, recognizing elements such as characters and setting, explaining the writer's message and its relation to one's life, and appreciating other cultures, traditions, customs, and beliefs. These elements are incorporated through activities like reciting poems with expression, discussing themes and values, and reflecting on personal similarities with the text .

ICT skills play a crucial role in the educational framework by supporting research and information presentation. For example, students utilize internet resources to research occupational roles relevant to science and technology, which enhances their informational use language skills. Additionally, ICT tools are likely used for presenting information in non-linear forms, such as graphs or tables, which supports language learning by integrating technological competency with traditional learning methods .

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