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ENGLISH LANGUAGESCHEME OF WORK FOR FORM 4

M o n t h Theme

W e e k

Resources D str !ut on o" Lessons Su##este$ Act % t& Rem'rks L(

J a n u a r y)eo*+e ,

heroes Inspirational people

1 Focus on SPM Introduction to SPM

format 1119Grammar

Language diagnostics test

Grammar and vocabularytest

IGCSE practice

!"M #$%pplying past&no'ledge tone' situation

( )ttp$**''' youtubecom*'atc)+v,sn-.e/t0' .

)ttp$**''' youtubecom*'atc)+v,Gr234v'4 v'

)ttp$**''' motivational'ellbeing com*motivational5speec)es )tml

)ttp$**''' life'it)outlimbs org*about5nic&*bio*

Listening Listening to a speec) Conventions of a speec)

Reading comprehension S&imming and scanning

for main ideas in a te6t

0atc)ing and responding toa tal& by 7ic& 2u8icic Listdo'n points from t)espeec)

o e g describe your o'nimpression on t)espea&er )o' does t)espeec) affect you+

ead s&im and scan formain ideas in a linear te6t toans'er compre)ension:uestions ;using 7ic&2u8icic

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/ Inspirational storiesrelated to everyday)eroes

)ttp$**''' motivate

us com*stories*everyday )tm

)ttp$**''' metrolyrics com*)ero5lyrics5maria)5carey )tml

Reading S&imming and selecting

relevant information

eorganising informationfrom a linear to a non5

linear te6tGrammar

Pronouns > sub8ect*ob8ect

Class pro8ect > produce posters based oninspirational stories ofeveryday )eroes ;differentstories for eac) group=

Students t)en vote for t)e best ?)ero Selectingand organisingrelevantinformation

People$

Leaders ofthe world

A )ttp$**''' ar&ib gov

my*en*tun3ma)at)ir

Writing

Sentence buildingo Simple compoundand comple6sentences

-irected 'riting > speec)o Conventions of a

speec)o Bormat of a

speec)

Converting simple

sentences into a comple6sentence !ig)lig)t different types of

sentences in a samplespeec) te6t

0rite an inspirationalspeec) on )o' students canmanage stress

!"M 1$

Persisting

L1 > Essays of

( D5/ D'ords

L( > Essays of1 D5(DD'ords

http://www.motivateus.com/stories/everyday.htmhttp://www.motivateus.com/stories/everyday.htmhttp://www.motivateus.com/stories/everyday.htmhttp://www.metrolyrics.com/hero-lyrics-mariah-carey.htmlhttp://www.metrolyrics.com/hero-lyrics-mariah-carey.htmlhttp://www.metrolyrics.com/hero-lyrics-mariah-carey.htmlhttp://www.arkib.gov.my/en/tun_mahathirhttp://www.arkib.gov.my/en/tun_mahathirhttp://www.motivateus.com/stories/everyday.htmhttp://www.motivateus.com/stories/everyday.htmhttp://www.motivateus.com/stories/everyday.htmhttp://www.metrolyrics.com/hero-lyrics-mariah-carey.htmlhttp://www.metrolyrics.com/hero-lyrics-mariah-carey.htmlhttp://www.metrolyrics.com/hero-lyrics-mariah-carey.htmlhttp://www.arkib.gov.my/en/tun_mahathirhttp://www.arkib.gov.my/en/tun_mahathir

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B e b r u a r ySoc '+ ssues

, Teen'#e!+ues

Teenage

dilemmas(peer

pressure,ma ingdecision!

1 Spea ing and listening Conveying t)oug)ts and

ideas E6pressing personal

e6periences Language register

> formal*informalGrammar

Modal verbs

S)aring problems in pairs

0riting sentences to giveadvice using modal verbs

!"M /$Listening 'it)understandingand empat)y

L1 > E6pressingeffectively on')at is t)oug)t

L( 5Conducting asustainedconversation

Lo"e and Relationship

( M"E poem ?!e !adSuc) .uiet Eyes !e !ad Suc)

.uiet Eyes

@nderstanding andresponding to literaryte6ts > understande6plain and collateimplicit meaning of ate6t

Literary response > s)ort paragrap)s*:uestioning*min

d mapping

!"M A$)in&ing

fle6ibly

L1 > %nalysingand s)o'ingunderstandingof )o' 'ritersac)ieveeffects

L( >@nderstand')at is implied

but not 'ritten

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Teenage Issues(#ull$ing,racism,

finding $our

identit$!

/ eenage Flues doc6 Reading

Summarising main pointsWriting

0riting process >gat)ering informationand resources for article'riting

Grammar suffi6es and prefi6es

E6tracting main ideas froma linear te6t

Class pro8ect > producing a

collage ofne'spaper*maga inearticles on teenage issues

!"M A$)in&ing

fle6ibly

L1 >Evaluatingeffectivenessof information

L( > Selectand organiserelevantinformation

A Writing Identifying and e6tracting

main ideas from varioussources

0riting article > format

and style Language register >

formal*informal

7ote5ma&ing based oncollage ofne'spaper*maga ine ;fromt)e class pro8ect=

0riting article based onnotes produced previously

!"M #$%pplying past&no'ledge tone' situation

!"M 1$Persisting

L1 > Essays of/ D5ADD'ords

L( > Essays of

1 D5(DD 'ords

M a r c )!ealt)$

Eatingdisorder;anore6ia

bulimiacompulsive

overeatingand bingeeatingdisorder=

1 ''' nim) ni) gov*)ealt)*publications*eating5disorders*inde6 s)tml

eading H Summary'riting

( Listening H Spea&ing Eating disorder role5play

http://var/www/apps/conversion/tmp/scratch_1/Teenage%20Blues.docxhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://var/www/apps/conversion/tmp/scratch_1/Teenage%20Blues.docxhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtmlhttp://www.nimh.nih.gov/health/publications/eating-disorders/index.shtml

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Standardisedest

/

Sc)ool!olidays

A

% p r i l

Environment 1 Green Living ''' youtube com 5 Ma&e

It Green %gain Initiation)ttp$**gogreeninitiative org

Listening

eading

2ideo

S&ill$ 7otea&ing

%rticle on t)eenvironmentCompre)ensionE6ercise

( Green Initiative IC $Pro8ect based learning ;Sscome up 'it) a / min video

o'ards a greener sc)oolcommunity =

eac)er may s)o' more videosas e6amples 1DK Carry mar&sfor Sem 1

People / )e Elderly .0E @I"P eading$@nderstanding s)ort story Hcomponents

A 0riting$

0riting an informal letter toone of t)e c)aracters from t)es)ort story .0E @I"P

http://www.youtube.com/http://gogreeninitiative.org/http://www.youtube.com/http://gogreeninitiative.org/

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M a y 1 ''' sc)olastic com*teac)

ers*story5starters0riting$Continuous 0riting ;7arrative=Genres!orror )riller

( 0riting Continuous 0riting ;7arrative=

Genres$-rama Comedy

/ Binal e6am Sem 1

A Binal e6am Sem 1

J u n e

SCIE7CE$Space

opic$ SpacetravelSuggestedsubtopics$%& oc&ets'& %stronaut

s& Living in

space

1 "bituary of 7eil%rmstrong ;by

7%S%=;)ttp$**''' nasa gov*topics*people*features*armstrong3obit )tml

=

"bituary of 7eil%rmstrong ;by )isclose friend=;)ttp$**''' t)eguar dian com*science*(D1(*aug*( *neil5

E%-I7G L1 ;Stage 9=@nderstand t)e differences

bet'een formal andinformal styles

Students compare and contrastt'o obituaries about 7eil%rmstrong in terms offormality

Students )ave to 8ustify t)eir position basedon evidence

from t)e te6tsE%-I7G L(ecognise and understand

ideas opinions andattitudes 'it)in te6ts ande6plore t)e connections

Students list do'n s)ared ideasfound bet'een t'o obituariesof 7eil %rmstrong

( 0 I I7G L1 ;Stage 9=0rite persuasively

Students 'rite a script for as)ort commercial to convincet)e public to support spacee6ploration funding

!"M$ Creatingimagininginnovating

0 I I7G L(-escribe report and give a'ide range of information

Students 'rite a reportdescribing t)e c)allenges ofliving in space

!"M$esponding

'it)'onderment anda'e

http://www.scholastic.com/teachers/story-startershttp://www.scholastic.com/teachers/story-startershttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.theguardian.com/science/2012/aug/25/neil-armstronghttp://www.theguardian.com/science/2012/aug/25/neil-armstronghttp://www.theguardian.com/science/2012/aug/25/neil-armstronghttp://www.scholastic.com/teachers/story-startershttp://www.scholastic.com/teachers/story-startershttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.nasa.gov/topics/people/features/armstrong_obit.htmlhttp://www.theguardian.com/science/2012/aug/25/neil-armstronghttp://www.theguardian.com/science/2012/aug/25/neil-armstronghttp://www.theguardian.com/science/2012/aug/25/neil-armstrong

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Literature$ Fruitca eSpecial

A Poem Plot t)eme setting

moral values and ot)erliterary elements

Intro$ s)o' perfume

advertisements discussingredients in t)e

perfume*give opinion on

')at t)ey t)in& of t)e perfume or t)eadvertisement

Get into groups create o'n brand of perfume;ingredients design of

bottle= 'it) advertisement;include tagline=

!"M 11$Creatingimagininginnovating

% u g u s t

Environment

1

M"E LiteratureComponent Poem

In t)e Midst of!ards)ipPoem module fromM"E

Poem introduction andrecitation

P)otos and ne'spaper articleabout natural disasters > Blood2ocabulary list based classdiscussion

7IE > loo& for articles in t)ene'spaper about ;ot)er=natural disaster to turn intoscrapboo& and vocabularyenric)ment

@LFS

%ssessment (

( eading eading for meaningi Bigurative >compre)ension

ii Literary 5 vocabulary

@LFS%ssessment (

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9

/

Spea&ing and 0riting

0riting$ narrative essayGrammar point$ %d8ectives and%dverbs" -irected 0riting$ eport on

i )e condition of t)esc)ool during arecent flood

"r ii )e closing of t)e

sc)ool due to beingan evacuationcentre

%ctivity 0ee& M"E LiteratureComponent -rama

Gulp and Gasp

-rama practice and presentation*competition

@LFS%ssessment (

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S e * t e m ! e r

1

Moc& IGCSE

PeopleBas)ion%mong eens

1 %rticle$)ttp$**''' t)eguardian com*lifeandstyle*(D1D*8ul*1N*teenage5fas)ion5style

)ttp$**''' megaessays com*vie'paper*/919/ )tml

eading H Spea&ing

ead bot) articles and discusst)e similarities and difference inopinions

E6press o'n opinion on t)etopics

(

Spea&ing

S)o' H ellStudents bring in p)otos of t)eir?style< in class anddiscuss*e6plain t)eir c)oiceOCan alternate 'it) t)eir fas)ionidol

/ 0riting -escriptive 0riting

http://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.megaessays.com/viewpaper/39193.htmlhttp://www.megaessays.com/viewpaper/39193.htmlhttp://www.megaessays.com/viewpaper/39193.htmlhttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.theguardian.com/lifeandstyle/2010/jul/16/teenage-fashion-stylehttp://www.megaessays.com/viewpaper/39193.htmlhttp://www.megaessays.com/viewpaper/39193.htmlhttp://www.megaessays.com/viewpaper/39193.html

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IGCSE Or'+ Test

O c t o ! e r E6am

Practice1

E6am PaperPractice(DD# H (DD9

imed Practice$E6ercise 1 > 1D minuteseac)QE6ercise N H R /Dminutes eac)Q

(

E6am Paper

Practice(D1D H (D11

imed Practice$E6ercise 1 > 1D minutes

eac)QE6ercise N H R /Dminutes eac)Q

/

E6am PaperPractice(D1( H (D1/

imed Practice$E6ercise 1 > 1D minuteseac)QE6ercise N H R /Dminutes eac)Q

IGCSE E-'m n't on

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N o v e m

b e r

S@GGES E- LESS"7 M% E I%LS

7o

)eme* opic Suggested literary te6ts ;see attac)ed folder=$ Suggested spea&ing activities

1 )eo*+e , heroes .+e'$ers

Inspirational people *leaders of the world

oung H "ld

1= Jessica Ennis autobiograp)y e6tract$ Mystory from beating t)e sc)ool bullies to

becoming a golden girl(= 7elson Mandela > % Fiograp)y ;C)apter

1$ Bamily and C)ild)ood Page 1R > (A=/= )e %utobiograp)y of 7elson Mandela >

% Long 0al& to Breedom ;Part 1$ %Country C)ild)ood > C)apter 1 ( / H A=

A= Mot)er eresa > % Fiograp)y= Fruce Lee Fiograp)y

N= )e %utobiograp)y of Malcolm

M !E " $5 tal& about your )ero )e teac)er can infuse t)e s&ills on t)econventions of describing a person

%C I2I E P%7SI"7$

1= 2ideo stimulus$ )ttp$**''' youtube com*'atc)+v,4SbP3Sr"t.@ (= e6t stimulus$0riting Borm$ %rticle

( Soc '+ ssues , Teen'#e!+ues

Teenage dilemmas (peer pressure, ma ingdecision!

1= Poem on ma&ing decision$ ? )e oad 7ota&en< by obert Brost

(= S)ort story on ma&ing decision$ ? )eMon&ey

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/ Soc '+ ssues , Teen'#e!+ues

Lo"e and Relationship Lit comp+ -e -ad Such.uiet /$es0 #$ 1i#s$Soenhar2o

1= ?Borget %bout Me< by Jessica Bait)(= ?!er !im and t)e eceptionist< by

Samant)a S

A Soc '+ ssues , Teen'#e!+uesTeenage Issues (#ull$ing,racism, finding $ouridentit$!

1= Poem on standing up against bullies$ ?StillI ise< by Maya %ngelou

(= S)ort story 'it) racism as t)eme$?Fro'nie< by 44 Pac&er

/= Poem on being yourself > ?If< by udyardipling

A= S)ort story on trying to fit in ;'it)e6ploration*space t)eme= 5 ?% 0rin&le in

ime< by Madeleine L

?Forn Confused< by anu8a -esai !idier

%C I2I E P%7SI"7$

N= 2ideo stimulus$ )ttp$**''' youtube com*'atc)+v,%c4mrp5/yCs e6t stimulus$

0riting Borm$ %rticle

He'+th/Eating disorder;anore6ia bulimiacompulsive overeatingand binge eatingdisorder=

1= Poem on appreciating oneself$ ?Fe Gladour 7ose is on our Bace< by Jac&

Preluts&y(= Poem on committing suicide*appreciating

life$ ?Life is Bine< by Langston !ug)es

/= Let 1= Let

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L % n#1 ''' eart)911 com*)ome*family*)o'5&ids5are5saving5t)e5planet*

)ttp$**en islcollective com*resources*printables*'or&s)eets3doc3doc6*lets3tal&3 about3climate3c)ange*environment5conversation5discussion*R1D

%ctivity E6pansionT

a 0riting form$ %rticle b 2ideo Stimulus$

e6t Stimulus$ )ttp$**science )o'stuff'or&s com*environmental*green5science*save5eart)5top5ten )tm

(= Let

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A=/= S)ort story 'it) future living as t)eme$

? )e 2eldt< by ay Fradbury

v,AsA%lGAAE c c e6t Stimulus$

9 )eo*+e/ Tr'%e+ Glo#alisation Food Transport )ulture *

Societ$

1= S)ort story on travelling to ot)erdimension$ ?@ras)ima aro< ;a Japanese

fol&lore=(= S)ort story on see&ing refuge in a foreign

land$ ?Ma)tab

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c e6t Stimulus$ )ttp$**''' ucityguides com*cities*top51D5most5 beautiful5cities )tml

A Let

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d Literature$ In )e Midst "f !ards)ip

F"% - G%MES B" SPE% I7G %C I2I IES

1 0)at 'ould you do ifT+ $5 )ttp$**en islcollective com*resources*printables*'or&s)eets3doc3doc6*board3game353')at3'ould3you3do3if*:uestions5daily5routines*1(N(

( Let