SMJK AVE MARIA CONVENT

2017

Prepared by
Pn. Ruby
page 1

question marks. 3. write an informal letter Language For Informational Use a. process information c. introducing oneself c. 2. Scanning for specific ideas. Thinking Skills: Identifying true /false statements Intonation Multiple Intelligences √ √ √ √ √ √ √ √ √ √ √ Multiple Intelligences Modals: need to. reciting poem LIVING PHOTOGRAPH b. elements in a short story b. 7. Language For Informational Use a. explaining the message SHORT STORY – TANJUNG RHU L 1 L 2 L 3 √ √ √ √ √ √ √ √ ACTIVITIES EDUCATIONAL EMPHASIS GRAMMAR SOUND SYSTEM 1. 6. Composing a poem. etc. Persuading someone to do something in simple language. composing short text Language For Aesthetic Use a. identifying main ideas b. 5. Describing characters and setting 7. Summarize: identify main idea. Thinking Skills: identifying causes Subject-verb Agreement Vowel /e/ 1. interpreting non-linear text Language For Aesthetic Use LIVING PHOTOGRAPH a. Reciting a poem 9. 2. etc. Following sequence of ideas. 5. /v/ . Talk about experiences such as helping to look after grandparent. 6. 3. carrying out a variety of language function. 7.) 4. Drawing conclusions 4. composing simple poems CHINESE NEW YEAR HOLIDAYS CHAPTER 2 People CHAPTER 3 13/2 – Environment 24/2 Language For Interpersonal Use a. Writing down significant happenings form time to time. Understand context clues. Look for required information in a text. should Vowel /I/ /I:/ Articles √ Multiple Intelligences Present Perfect Tense Punctuation: Capital letters. structural element b. give instructions and advice Language For Informational Use a. reading materials in print Language For Aesthetic Use a. Answer wh-questions 3.SMJK AVE MARIA CONVENT ENGLISH LANGUAGE – FORM 4 SCHEME OF WORK 2017 WEEK 1–4 3/1 – 24/1 5 26/131/1 6 1/2 – 10/2 7–8 THEME / TOPIC LEARNING OUTCOMES CHAPTER 1 People Social Issues Language For Interpersonal Use a. 2. 8. Explanation of plot and sequence of events Thinking Skills: evaluating 1. 5. quotation marks pg2 Consonant /w/ . True / False statements 6. Silent reading & reading aloud of current interest. commas. Skimming and scanning for specific ideas. obtain information b. read a web page b. talk about oneself b. identify main idea c. Writing a short article on the environment. take part in discussions b. Talking about the message of the poem. Responding to questions politely by giving required information. keep a daily journal d. Talking about oneself (experiences. Group discussion. 4. conveying message Language For Interpersonal Use a. Jot down key words and phrases.

WEEK 9 27/2 – 3/3 THEME / TOPIC LEARNING OUTCOMES CHAPTER 4 People Language For Interpersonal Use a. 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 /əυ/ Sequence connectors Stress in four syllable words Nouns functioning as adjectives √ pg3 . 2. obtain goods and services Language For Informational Use a. structural element SHORT STORY – TANJUNG RHU Language For Interpersonal Use a. reading an interview c. 3. drawing conclusion e. present information for different audiences. 3. 5. Thinking Skills: Making inferences Past Perfect Tense Multiple Intelligences: Linguisticverbal/bodilykinesthetic Verb Forms 1. b. Expanding notes and outlines. elements in a short story b. Talking about one’s ambition / dreams. Write the theme of the story. b. carrying out language function. Summarize main points in a table. 2. respond to questions politely. Understand context clues. elements in short story b. 3. Identifying points in a text. Reading for main ideas. Writing an interview of an outstanding achievement. Make enquiries about a product. 7. 7. c. Summarizing the main idea from a web diagram. Language For Informational Use a. elements in short story b. listening to a radio talk. expanding notes d. Drawing conclusions from an informal talk. Language For Aesthetic Use a. Search occupations that are relevant in the field of science and technology 6. 6. structural element SHORT STORY – LEAVING 6/38/3 FIRST MONTHLY TEST 10-11 13/3 – 18/3 CHAPTER 5 Health 12 13-16 27/3 – 20/4 FIRST SEMESTER HOLIDAYS CHAPTER 6 Science and Technology Language For Interpersonal Use a. Narrating sequence of events EDUCATIONAL EMPHASIS Thinking Skills: Evaluating ICT Skills: Internet for research GRAMMAR SOUND SYSTEM Adverbs of Degree Consonant /k/ Interrogative pronouns 1. Linking the main ideas. Writing an informal talk. convert information into a table. 7. 4. 5. 6. 3. Identify imagery in the poem. Describing the place and time the story took place. discerning sequence of ideas. Express concern and offer help. structural element SHORT STORY – LEAVING L 1 L 2 L 3 √ √ √ √ √ √ √ √ √ √ ACTIVITIES 1. Write a fact sheet on a common illness. talking about oneself and dreams Language For Informational Use a. 4. Arranging conversation in the right order. Language For Aesthetic Use a. presenting information in non-linear forms. 5. c. b. Identify the correct statements. Understand the messages in the poem. b. Read and identify the sequence of ideas in an informal talk. 4. scanning for specific information. Describe characters and write a description of a character. Language For Aesthetic Use a. 2.

skimming for ideas. 3. 2. 5. Identifying supporting details. extracting main ideas. Write a simple narrative. c. d. Identifying the plot. conveying message √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ ACTIVITIES 1. Give feedback about a service. b. Describe characters and setting. 3. Language For Aesthetic Use Revision: Poems and short stories CHARGE OF THE LIGHT BRIGADE MID-YEAR a. reading materials in print. 9. structural element MID-YEAR b. expanding outlines. Design a card / write a letter to express concern and to comfort. Identifying the message and values in the short story. listening to spoken text. Discuss about personal experiences (helping people. 4. structural elements EXAMINATION b. meaning of text. EDUCATIONAL EMPHASIS GRAMMAR SOUND SYSTEM Thinking Skills: Drawing conclusions Adjectives of quality for describing a character Vowel /^/ Negative Prefixes Punctuation: semi colon Thinking Skills: Making inferences Multiple Intelligence: Linguisticverbal/bodilykinesthetic Infinitives as objects of verbs Infinitive as complements of the verb ‘to be’ Concrete and abstract nouns Consonant clusters /bl/. Language For Aesthetic Use CHARGE OF THE LIGHT BRIGADE a. b. reading materials in print. b. d. carrying out language function. 5. c. 10. 2. 1. Understand context clues. 6. e. Exchange ideas on how society can help the elderly. responding to complains. structural element b. I’m Present Continuous Tense Using the bibliography Values and Citizenship Education: Courageous acts Adjectives functioning as nouns Gerunds as compliments of the verb ‘to be’ Punctuation: exclamation mark pg4 Consonant /ek/. Language For Aesthetic Use CHARGE OF THE LIGHT BRIGADE a. listening to spoken text. 1. conveying message HOLIDAYS L 1 L 2 L 3 CHAPTER 7 CHAPTER 9 Social Issues 23/6 26 26/630/6 LEARNING OUTCOMES HARI RAYA HOLIDAYS Language For Interpersonal Use a. Respond to questions politely by giving the required information. Find evidence to support statements.) in pairs/groups. Listen to a telephone conversation and note important details. 7. Language For Informational Use a. /br/ Contraction s I’d. 5. People Language For Informational Use a.WEEK 17 24/4 – 29/4 18-20 2/5 19/5 21 22/5 – 26/5 22-23 27/511/6 24 – 25 13/6 – THEME / TOPIC Language For Interpersonal Use a. talking about personal experiences. conveying message Language For Interpersonal Use CHAPTER 8 Social Issues a. 4. Express concern and sympathy. Language For Informational Use a. 3. 4. 6. Note important details. Read extracts from letters of complain and skim for gist. Revision on poems and short stories. write recounts. reading materials in print. b. Read a poem and seek correct answers to multiple choice questions. etc. presenting information. 6. Convert information into a graph. Identifying the theme. 8. Identify main events in the correct sequence. /z/ . 2. Writing a formal letter of complain. identifying different points of view.

scanning for specific information. Read a brochure – scan for details. c. 6. Multiple Intelligence: visualspatial Prepositions of direction Diphthongs /aI/. Language For Aesthetic Use Revision: Poems and short stories LIVING PHOTOGRAPH CHARGE OF THE LIGHT BRIGADE a. metaphor. Discuss plans and arrangements – writing a report about an event. 9. Talk about one’s preferences. exchanging opinions on topics of interest. 5. 4. themes. b. Language For Aesthetic Use DRAMA: FIVE SHORT PLAYS – THE RIGHT THING TO DO a. Identify the poetry devices – personification. solving problems and making decision. etc.WEEK 27 – 28 3/7 – 14/7 29 – 30 17/7 – 28/7 THEME / TOPIC CHAPTER 10 Environment Science & Technology CHAPTER 11 Science & Technology Values 31 LEARNING OUTCOMES Language For Interpersonal Use a. 8. Retell a story in one’s word. 2. extracting main ideas. 6. 8. Identifying supporting details. writing description. Narrating sequence of events. Exchange ideas on topics of interest. b. Write a brochure for water campaign. Identify theme. making decisions. 7. Thinking Skills: Making interpretations. 5. 3. Language For Informational Use a. c. structural element Language For Interpersonal Use a. discussing plans and arrangements. Listen to a report and note important details. Language For Informational Use a. structural elements b. interpreting non-linear text. c. 9. Identify characters. b. 10. sequencing ICT Skills: Search for information Multiple Intelligence: musical. setting and cultural background.Identify the values embedded in the short story. 2. Use headings to understand main points. Make recommendations and suggest ways to solve a problem. /sl/ Homograph s . conveying message L 1 L 2 L 3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ ACTIVITIES EDUCATIONAL EMPHASIS GRAMMAR SOUND SYSTEM 1. interpret non-linear text such as tables and graphs. Identify setting and cultural background. exchanging ideas and opinions. /õI/ 1. understand contextual clues. 3. 4. Identify theme and message of poem. logicalmathematical Preposition of purpose Prepositions of time Preposition of place or position Adjectives of comparison – regular forms Punctuation: hypen SECOND MONTHLY TEST pg5 Consonant clusters /fl/. Read a report and identify main ideas and supporting ideas. elements in DRAMA b. Offer advice. identifying point of views. b. listening to spoken text. 7.

c. Identify context clues and supporting details. /kr/ 1. setting and cultural background.WEEK THEME / TOPIC LEARNING OUTCOMES 32 – 34 7/8 – 25/8 CHAPTER 12 Environment People Language For Interpersonal Use a. Involvement in world organization. Identify main ideas – jot down key words and phrases. 8. structural element 35 36-37 4/9 – 15/9 L 1 L 2 L 3 √ √ √ √ √ √ √ √ √ √ √ ACTIVITIES EDUCATIONAL EMPHASIS GRAMMAR SOUND SYSTEM 1. Write a paragraph whether the values in the poem are meaningful to one’s life. b. 11. Simple compound and complex sentence MID-SEMESTER HOLIDAYS CHAPTER 13 Environment People Language For Interpersonal Use a. talking about oneself. 11. drawing conclusions. Language For Aesthetic Use DRAMA: FIVE SHORT PLAYS – a. structural element √ √ √ √ √ √ √ √ √ √ √ Possessive adjectives and possessive pronouns Demonstrative pronouns Punctuation: brackets Dictation pg6 Consonant clusters ps/s/. Suggest ways to solve environmental problems. Exchange opinions. books. 4. Draw conclusions – identify cause and effect. exchanging opinions. 5. b. c. 6. d. solving problems Language For Informational Use a. Summarize: identify relevant information. identifying different points of view. listening to spoken text. d. Talk about values in the poem. 7. e. 9. Identify theme in the poem. Exchange opinions about the clearing of a forest for development. b. 4. Summarize – identify points of view. Read a journal and scan for details. logical connectors Consonant clusters /kl/. 7. 3. Persuade someone to do something. e. Keep a journal – a trip. gn/n/ . summarizing information. 12. 2. 2. Read topics of current interest. b. c. Make inferences: meaning of words and phrases. 9. summarizing information. Listen to panel discussion and note important details. c. expanding notes and outline. 3. magazine and brochures. 5. scan for specific information. Identify theme. responding to questions orally. Recite the poem. Write a journal entry about a place based on articles. reading materials in print. elements in DRAMA b. carrying out language function. Language For Informational Use a. Respond to questions politely by giving the required information. d. Read point of view to identify supporting details and to understand context clues. reading materials in print. Language For Aesthetic Use DRAMA: FIVE SHORT PLAYS – RIGHT THING TO DO a. 8. 6. Making interpretations Connectors: conjunction. 10. predicting outcomes. scanning for specific information. 10. Values and Citizenship Education: Collective responsibility. elements in DRAMA b. carrying out language function. Write a paragraph stating one’s opinion of the poem. Thinking Skills: Evaluating.

4. 2. Exchange ideas and opinions. discerning sequence of ideas. 6. 3. 7. Thinking Skills: Making associations. Identify supporting details and understand context clues. 9. conveying message 39 25/9 – 29/9 40 41 42 45 CHAPTER 16 Science & Technology L L L 1 2 3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ ACTIVITIES EDUCATIONAL EMPHASIS GRAMMAR SOUND SYSTEM 1. Writing a descriptive account: world in the future. Language For Informational Use a.poetry devices Thinking Skills: Solving problems. L3 = Level 3 – outlines the advance skills to be achieved by students. c. Identify cultural backgraound. drawing conclusions. Summarize: ensuring readability. characters . predict outcomes. 5. e. present information. talking about one’s interest. exchange ideas and opinions. identifying point of views. Read descriptive accounts: follow sequence of ideas. reading materials in print. pg7 . c. Revision: poems and short stories. summarizing information. Talking about one’s future. 4. Discussing ways to solve problems – cause and effect relationships. structural element Language For Interpersonal Use a. b. d. b. theme. /m/ 1. solving problems and making decisions. c. 6. Read an article and give opinions. b. solving problems and making decisions. b. 3. Discuss about Earth’s future. Stating evidence and reasons based on a text.values. extracting main ideas and details. elements in DRAMA b. L2 = Level 2 – outlines the continuation of the students’ progress after achieving the basic skills. cultural background . 7. 5. 8. 2. Language For Aesthetic Use Revision: Poems and short stories LIVING PHOTOGRAPH CHARGE OF THE LIGHT BRIGADE a.setting. Identify the sequence of events and plot. d. structural elements b. message . Language For Informational Use a. Summarize: ensure relevance. Identify causes and effects Passive construction using ‘has’ and ‘had’ Dipthong /eI/ Preparation For The Real World: Vision 2020 Adverbs of manner REVISION 2/10/17 – 6/10/17 FINAL YEAR EXAMINATION (9/10/17 – 13/10/17) DEEPAVALI HOLIDAYS (16/10/17 – 21/10/17) FINAL YEAR EXAMINATION (23/10/17 – 02/11/17) POST MORTEM/REFLECTION(6/11/17-24/11/17) L1 = Level 1 – outlines the basic skills to be achieved by students. plot. Language For Aesthetic Use DRAMA: FIVE SHORT PLAYS a. Comparing and contrasting Adjective and preposition combination Adverbs of time Adverbs of frequency Punctuation: underline for emphasis Consonant clusters /lm/. Discuss about events and activities that could promote intercultural understanding and harmony. To predict the future based on a text pertaining to UNESCO. Write a message to persuade youths to support world peace.WEEK THEME / TOPIC LEARNING OUTCOMES 38 19/9 – 22/9 CHAPTER 15 Values People Language For Interpersonal Use a. summarizing information.

Telling how events. reciting poems with feeling and expression.FORM FOUR ENGLISH – SCHEME OF WORK 2016 LITERATURE COMPONENT GENRE TITLE POEM LIVING PHOTOGRAPH BY JACKIE KAY A POISON TREE Selected by : Pie Corbett and Valerie CHARGE OF THE LIGHT BRIGADE BY TENNYSON Bloom SHORT STORY LEAVING NO FOOTPRINT STORIES FROM ASIA Tanjung Rhu . 9. EDUCATIONAL EMPHASIS Thinking Skills: Make decisions Solve problems Values: Compassion Courage Self discipline Cooperation ugowrie/pg 8|8 . d. 2. Talking about the message the writer is putting across and writing a simple paragraph on it. understanding and telling in one’s own words the story and poem heard and/or read. and giving one’s opinion of the text.Leaving DRAMA: FIVE SHORT PLAYS . Talking about characters in a story and writing a simple paragraph on one or two characters.Martin Ford 1 period per week WEEK GENRE LEARNING OUTCOMES POEM: 1. 8. CHARGE OF THE LIGHT BRIGADE Language For Aesthetic Use a.Retold By Kay West CHANGING THEIR SKIES BY STORIES FROM AFRICA Leaving by M. recognizing elements in a story such as characters and setting. characters and values in the text are similar to one’s life. explaining the message the writer is trying to convey and discussing how this relates to one’s life. Giving the sequence of events. LEAVING NO FOOTPRINT -Tanjung Rhu 2. 4. 6. intonation. 5. traditions.G. Reciting a poem with feeling and expression and with correct pronunciation. SHORT STORY: 1. Talking about the theme and writing a simple paragraph about the theme of the story. Vassanji DRAMA FIVE SHORT PLAYS BY OXFORD UNIVERSITY PRESS The right thing to do. b. understanding other people’s cultures. Read a story 3. c. CHANGING THEIR SKIES . customs and beliefs.LIVING PHOTOGRAPH 2.THE RIGHT THING TO DO L 1 L 2 L 3 √ √ √ ACTIVITIES 1. Talking about values found in the text. Talking about the place and time the story took place or the place the poem describes and writing a simple paragraph on it. stress and rhythm. e. 7.