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Scheme of Work (Form 1)
Scheme of Work (Form 1)
This scheme of work is a guide for teachers teaching MB 1 classes. It incorporates the use of the Gateway to English 1 textbook and workbook and represents one years study. Teachers should feel free to change, modify, supplement and vary the content of this scheme according to their students needs and abilities. There is a lot of material in the two books and it is unlikely that all eighteen units will be completed in full. Although every effort should be made to move sequentially through the textbook, it is expected that some materials might be selectively left out. In order to make this selection more systematic, some topics have been categorised as either core or extension. Core topics relate more directly to the GCE O Level examination. Certain compositions, all grammar and all summary work have been listed as core. If teachers decide to skip core materials, it is expected they would incorporate similar tasks into their schemes of work by other means. Reading texts (except for those presented with summary writing in mind) and vocabulary have not been categorised as either core or extension, but a good variety of text types should be covered and students vocabulary should be expanded whenever possible. Teachers should take advantage of the ICT resources available at their respective schools to supplement the activities in this scheme of work wherever possible. Teachers should also be conscious of the fact that diagnosis of student needs and areas of concern and improvement should be an ongoing process, using both formative and summative assessment.
Unit/Topic
Writing
Reading
Vocabulary
Study Skills
Genre: Descriptive * Character descriptions (1st and 3rd person): core Focus on: (a) Handwriting (b) Use of capital letters (c) Full stop
* Brochure (adventure camp) * Narrative (camp journal) Focus on: (a) Direct questions (b) Identifying sequence of Events (c) Simple inference * Narrative (Ghost story)
* Using a glossary
Genre: Descriptive * Brief personal descriptions (3rd person): core * Extended description (1st person): extension
* * * *
Focus on: (a) Basic paragraphing Informal letter format (in the form of an E-mail)
Focus on: (a) Why questions (b) Finding explicit information (c) Simple inference (d) Continuing a text (by predicting from the context)
* * * *
Writing Genre: Descriptive * Extended description (3rd person): core Genre: Narrative * Superheroes in action: extension Focus on: (a) gathering information on interests, routines and making a biodata * *
Focus on: (a) Who questions (b) Pronoun reference (c) Applying own experiences
Grammar & Language use (core) Can/cant Verbs Present simple tense Telling the time What time + present simple
Genre: Descriptive * Description of fantasy animals: core Focus on: (a) Using a table to plan content (b) Proof-reading (capitalisation, verbs, paragraphing (c) Expanding notes
Focus on: (a) Predicting content (b) Information transfer to table (c) Collating information from text (d) Inference and deduction * Summary skills 1 Focus on (a) Classifying into groups (b) Generalising
Present simple (singular and plural questions + short answers) Adjectives before nouns
* * * *
UNIT 5
Genre: Factual
Interview (a
Recording
Verb to be:
Animal
Using a
Reading veterinary officer) * Animal poem * Narrative (traditional story) Focus on: (a) Finding explicit and implied information (b) Evaluating characters
Listening and Speaking information from a telephone conversation and a medical consultation * Making an appointment by telephone Question and answer to complete a survey form Following a story Identifying opinions and attitudes in a conversation Discussing pictures and identifying differences
Focus on: (a) Allocating sentences to paragraphs (b) Sequencing sentences in paragraphs
Grammar & Language use (core) present tense forms (+ve, -ve and questions) * Contracted forms * Present simple (negative) * Common irregular plurals
Genre: Argumentative * Short letter to newspaper expressing opinions: core * Animal poem
Multi-format information text, table, graph, map, pictures (endangered animals) Newspaper reports and letters (captured python)
* *
Proof-reading
Genre: Descriptive * Description of an animal: core Focus on: (a) Expanding notes in paragraphs (b) Proof-reading (punctuation,
Focus on: (a) Extracting and collating information in varied formats (b) Identifying explicit information
Unit/Topic
Writing paragraphing)
Reading
Vocabulary
Study Skills
Genre: Narrative * Childhood experiences: core Focus on: (a) Concept of the past, present and future
Childhood experiences
Focus on: (a) Finding explicit and implicit information (b) Application to own experience (c) Pronoun reference * Summary skills 2 (word association)
Comparing homes of the past and present day Life in Kg Ayer in the 60s
* * * *
Time concept: past, present, future Time prepositions: in, on, at Time expressions with ago Possessives his, her, their, my, your, our
Household items
Genre: Factual * Past tense descriptive and narrative: core Genre: Narrative * Factual narrative (1st person): extension Focus on: (a) Use of sequencing adverbs (b) Creating a list of points (c) Peer checking and editing
Identifying keywords
* * * *
Focus on: (a) Finding explicit and implied information (b) Transferring information into a flow diagram
Time prepositions: in, for, from, to More irregular past tense verbs Past tense Use of sequencing adverbs
* * *
Creating a list of points Peer checking and editing Choosing relevant dictionary definitions
Unit/Topic
Writing
Reading
Grammar & Language use (core) * * * * * Past simple negative Past simple interrogatives Irregular verbs Past simple: had Past/ present contrast *
Vocabulary
Study Skills
Genre: Narrative * Fantasy storya journey through time: core Focus on: (a) Past tense description (b) 1st person narrative
Summary skills 3 (simple paraphrasing) reducing a list of words into a single word or phrase
* * * * * *
Planning a story Editing Expanding points on a table Using a flowchart for planning Paragraphing Proofreading
Genre: Narrative * Short play, writing dialogue: extension Focus on: (a) Making titles (b) Character description (c) Setting, problems and solutions
* *
* * * *
Focus on: (a) understanding character descriptions (b) understanding setting, problems and solutions in a narrative * Narrative (complete graded novel)
Determiners Some and any Past simple (yes/no questions) There was/were
Character adjectives
Genre: Narrative * Guided summary * Imaginative story: core Focus on: (a) Linking short sentences with and/but/so (b) Planning a
* *
Focus on: (a) Understanding development of extended story (b) Character relationships (c) Finding
Unit/Topic
Writing story
Reading examples and reasons to support opinions * Short biography (Mohandas Gandhi) *
Vocabulary
Study Skills
Expressing opinions
Focus on: (a) Identifying the title, author, main characters and setting (b) Expressing personal views of the book being read UNIT 13 Exercise is fun! Genre: Factual * Directed writing * Personal letter (informal letter) Refer page 161 of Gateway 1 for letter layout: core Focus on: (a) Using the present and past simple in context UNIT 14 Football Genre: Factual * Contrastive description: extension
Focus on: (a) inferring meanings from context (b) supporting statements with examples (c) Application to own experience * * Newspaper report (beach rescue) Personal thank you letter * Swimming lessons (wh questions) * * * Focus on: (a) Finding explicit information (b) inferring word meaning from context play/do/go + name of sport Contrast of present simple and past simple Frequency adverbs * Name of sports * * Proofreading (tense use) Using a diary
* * *
* *
* *
Note-taking skills
Unit/Topic
Writing
Reading table Match report Rules of a game * Focus on: (a) Finding explicit information (b) Simple deductions (c) Collating information from parts of a text (d) Interpreting and applying rules * Narrative (crime story) *
Listening and Speaking information from a radio discussion Describing (football kit) Comparing personal information
* *
Vocabulary
Study Skills
Genre: Factual * Commentary on a sport * Rules for sports * Dialogue: extension Focus on: (a) Using commas in lists
Focus on: (a) Transferring information to a diagram (b) Following the sequence of a narrative * * * * Personal letter Weather map Bar graph Route map * Identifying explicit and implied information in a bank transaction Negotiating a taxi fare Eliciting information in a group discussion
* * * *
Genre: Letter writing * Personal letter: extension Focus on: (a) Letter format and layout (b) Envelope layout
* * * *
Focus on: (a) Scanning for specific information (b) Interpreting symbols, bar graph and a
Public transport
Presentation skills
* *
Unit/Topic
Writing
Reading map
Vocabulary
Study Skills
Genre: Descriptive * Brief description of a place information leaflet * Holiday postcard: extension Focus on: (a) Using illustrations to support a text
* * *
* *
* * *
Information mapping
Focus on: (a) Collating information from parts of a text (b) Information transfer to a map (c) Evaluating decisions * * Information leaflet (Mt Kilimanjaro) Airline route map * Identifying information from an in-flight announcement * * * Focus on: (a) Interpreting a route map (b) Inferring meanings from context Object pronouns Simple past (more whquestions) Conjunctions: and, but, so, because * More natural features
Genre: Descriptive * Biodata * Imaginative autobiography: extension Focus on: (a) Using questions to plan content
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Lower Secondary (Forms 1&2) Resources List Texts marked with an asterisk (*) should already be in schools Basic Texts *1. Gateway to English 1: A Secondary Course for Brunei Darussalam, CDD *2. Gateway to English 2: A Secondary Course for Brunei Darussalam, CDD Supplementary Materials *1. Secondary English for Brunei Darussalam 1 & 2, CDD *2. Lets Write 1 & 2, CDD *3. Project English 1, 2 & 3, CDD Other Resources 1. Bell, T et al., Web of Words: Grammar and Vocabulary Activities for Primary and Secondary Students, CfBT Multimedia Education 2. Boulter, I et al., Summary Writing in Secondary Schools, CfBT 3. Fuchs, M & Bonner, M, Grammar Express, Longman 4. McCarthy, M & ODell, F, English Vocabulary In Use: Elementary, CUP 5. Milliken, S, The Way Ahead in English: Secondary 2, SNP Panpac 12
6. Murphy, R, Essential Grammar In Use, CUP 7. Seaton, A, English Grammar for Students, Learners Publishing (with accompanying workbook) 8. Soars, L & Soars, J, Headway Elementary, OUP 9. Soars, L & Soars, J, Headway Pre-Intermediate, OUP 10. Swan, M, Practical English Usage, OUP
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Dayang Hajah Sofiana binti Haji Mahmud SM Sultan Sharif Ali Dayang Nor Aziah binti Hj Md Ismail Sekolah Menengah Sayydina Hassan Awang Nicholas Clark Maktab SOAS Dayang Teo Siew Bay SM Sultan Sharif Ali Dayang Hajah Junainah binti Haji Abdul Rahman Sekolah Menengah Sayyidina Othman Awang Vijaya Raj Sekolah Menengah Sayyidina Ali Dayang Muniratul Ain binti DP Haji Adnan Sekolah Menengah PAP Hajah Masna Dayang Didiliana binti Haji Awang Damit Sekolah Menengah Pengiran Isteri Hajah Mariam Dayang Rahmawati binti Haji Bolhassan SM PAP Hajah Masna Dayang Hajah Norhashimah binti Haji Burut Sekolah Menengah SMJA Awang Mohd Riaz bin Mohd Amin Sekolah Menengah Sayyidina Abu Bakar Dayang Norsah binti Haji Jamudin SM Sayyidina Othman Dayang Hajah Lena binti Abdullah SM Berakas
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