ENGLISH LANGUAGE – FORM 5

SCHEME OF WORK 2018

WEEK THEME / LEARNING OUTCOMES L1 L2 L3 ACTIVITIES EDUCATIONAL GRAMMAR SOUND

TOPIC EMPHASIS SYSTEM
1-2 Language For Interpersonal Use 1. Group discussion. Thinking Skills: Countable Consonant
a. introducing oneself √ 2. Answer wh-questions Remembering and s /b/ and
GREAT EXPECTATIONS

b. relate persona; experience √ 3. Talking about oneself (experiences, etc.) Understanding uncountable /g/
Language For Informational Use √ 4. Writing down significant happenings. Applying nouns
√
CHAPTER 1

a. identifying main ideas 5. Scanning for specific ideas.

√
People

b. reading materials in print 6. Look for required information in a text. Multiple Articles
c. make inferences √ √ 7. Following sequence of ideas. Intelligences:
Language For Aesthetic Use 8. Describe the setting in a novel. Interpersonal
SING TO THE DAWN
a. elements of a novel ICT Skills:
b. describe setting √ Creating an e-
√ mail account

3 Language For Interpersonal Use 1. Talk about career choices and Thinking Skills: The Simple Vowels
a. take part in discussions on career choices. √ exchanging ideas among peers. Analysing Present and /3:/ and /ə/
Language For Informational Use √ 2. Listening to an interview. Evaluating Past Tense
DARE TO DIFFERENT

a. listening to spoken texts. 3. Skimming and scanning for specific ideas. Creating (revision)
b. reading materials in print. 4. List important details.
CHAPTER 2

c. identify important notes. 5. Write a job application and a curriculum Preparation for Subject Verb
People

d. writing letters √ vitae. the real world: Agreement

Language For Aesthetic Use √ 6. Describing characters and setting Writing a job (revision)
SING TO THE DAWN √ 7. Read a magazine article and make application and
a. describe characters √ inferences. a curriculum Punctuation:
√ 8. Describe characters and write a vitae Apostrophe
description about them in a paragraph
Dictation

1
 4 Language For Interpersonal Use 1. Asking someone to decide on something. Thinking Skills: The Passive Consonant
a. take part in social interaction √ 2. Reading text to understand contextual Remembering /Ө/ and /σ/

EARTH’S SENTINELS
Language For Informational Use clues. Understanding Prepositions
a. listening to spoken texts. 3. Summarize: write concisely. Applying of time

Environment
CHAPTER 3
b. reading materials in print 4. Draw conclusions.
√ √

People
c. composing short text: summary 5. Look for words and phrases that describe ICT Skills:
d. present information √ √ the characters – either what the author 1. Accessing
Language For Aesthetic Use √ says or what the other characters say the Internet
SING TO THE DAWN about these characters. 2. Learning
a. characters in a novel about e-
journals and
e-zines

WEEK THEME / LEARNING OUTCOMES L1 L2 L3 ACTIVITIES EDUCATIONAL GRAMMAR SOUND

TOPIC EMPHASIS SYSTEM
5 Language For Interpersonal Use 1. Exchange ideas on topics of interest: Thinking Skills: Logical Vowel
a. take part in social interaction √ solving problems and making decisions. Analysing Connectors /ǽ/ and /e/
b. taking part in discussions 2. Interview people and using Evaluating
RAIN ON TRIAL

Language For Informational Use questionnaires. Creating Conjunction

Environment
CHAPTER 4

a. obtain information for different purposes. 3. Summarize: link ideas using logical
b. reading materials in print √ connectors. Punctuation:
c. composing short text: summary √ √ 4. Write about cause and effect: Multiple exclamation
d. present information to different audiences √ expand notes and outlines. Intelligences: marks, full
Language For Aesthetic Use 5. Retell an event in one’s own words. Spatial, stops,
SING TO THE DAWN √ 6. Discuss values explored in the text. Interpersonal question
a. respond to literary work √ marks

6-7 TOV

CUTI SEMPENA TAHUN BARU CINA

8-9 Language For Interpersonal Use 1. Make enquiries about a product. Thinking Skills: Adverbs of Vowels
a. take part in social interaction √ 2. Listening to a radio talk and take notes of Remembering manner and /i:/ and /I/
THROUGH GREEN EYES

b. obtain goods and services √ text heard. Understanding degree

Language For Informational Use 3. Reading descriptive text: identify main Applying
Social Issues
Environment
CHAPTER 5

a. reading materials in print ideas, important details and understand Adverbs to

b. composing short text: summary √ contextual clues. Multiple express
c. expanding notes and outlines √ 4. Summarize: link ideas using logical Intelligences: certainty
Language For Aesthetic Use √ connectors. Linguistic-
SING TO THE DAWN √ 5. Write an explanation: state preference verbal/bodily-
a. moral values in a novel √ √ 6. Discuss point of view. kinesthetic
b. understand and discuss moral values. √ 7. Making inferences.

2
 10-11 Language For Interpersonal Use 1. Write missing details in blanks. Thinking Skills: The Present
a. listening to a news bulletin. √ 2. Read a factual account and a news Analysing Perfect Consonant

PERILS OF PETROLEUM
Language For Informational Use report. Evaluating Tense s
a. reading materials in print 3. Summarize: link ideas with sentence Creating /f/ and /l/
√ √ √

Environment
CHAPTER 6
b. composing short text: summary connectors. Sequence
c. expanding notes 4. Write a news report. Multiple Connectors
d. drawing conclusion √ 5. Describe events in a novel in the Intelligences:
Language For Aesthetic Use √ students’ own words. Spatial – Punctuation:
POEM 1 √ reading a chart the
SING TO THE DAWN semicolon (;)
a. significant events in a novel.
Dictation

CUTI PERTENGAHAN PENGGAL PERTAMA

WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND

TOPIC 1 2 3 EMPHASIS SYSTEM
12-13 Language For Interpersonal Use 1. Work in small groups – topic of Thinking Skills: Prepositions of Vowel
a. taking part in conversation √ current interest. Remembering Direction /x/ and /å/
b. give points of view √ 2. Listen to an eyewitness and note Understanding
Language For Informational Use important details. Applying Interrogative
WHAT EYES SEE

a. listening to spoken text 3. Summarize: link ideas with sequence Pronouns

Social Issues

√ √
CHAPTER 7

b. composing short text: summary connectors and preposition of time.

c. reading materials in print. √ 4. Understand contextual clues. Multiple Simple Past
d. extracting main ideas. √ 5. Write a short paragraph based on a Intelligences: and Past
e. write recounts. bar chart. Interpreting a bar Continuous
f. presenting information in non-linear forms. √ √ 6. Write a recount of important event. chart Tense
Language For Aesthetic Use √ √ 7. Discuss point of view – moral values
POEM 1 √ in a novel.
SING TO THE DAWN
a. moral values in a novel

3
 14-15 Language For Interpersonal Use 1. Make enquiries and place an order. Thinking Skills: Adverbs of time Diphthongs
a. carrying out a variety of language function √ √ 2. Role-play a situation. Analysing and frequency /eə/
Language For Informational Use 3. Listen to a book review and recall Evaluating /ØI/
a. listening to spoken text important details. Creating Adjective and

HIDDEN VOICES
b. process information 4. Read texts and identify important preposition
CHAPTER 10

Social Issues
c. reading materials in print. √ details. Learning How To combination
d. present information – expand outline √ 5. Write a book review. Learn Skills:
Health Language For Aesthetic Use √ 6. Discuss a sub-themes in a novel. Using book Phrasal Verbs
POEM 1 √ 7. Dramatize sections of the novel. reviews (revision)
SING TO THE DAWN √ 8. Carry out pantomime and write a
a. Respond to literary work: sub-theme in script. Multiple Punctuation:
a novel √ Intelligences: Brackets
√ Logical-
mathematical Dictation

16-17 Language For Interpersonal Use 1. Exchange ideas and opinions on Thinking Skills: Reported Vowels
√
RIGHTS, WRONGS AND

a. discussing plans and arrangements topic of interest. Remembering Speech /å:/ and
RESPONSIBILITIES

Language For Informational Use √ √ 2. Listen to information in a fact sheet. Understanding /Λ/
a. obtain information √ 3. Read two extracts. Applying Punctuation:
Social Issues
CHAPTER 8

b. reading materials in print. √ 4. Identify main ideas in extracts. the colon (: )

c. process information √ 5. Write on different viewpoints.
d. drawing conclusion √ 6. Make inferences. Dictation
Language For Aesthetic Use 7. Explain theme in a novel.
POEM 1 √ √ 8. Identify the main theme.
SING TO THE DAWN
a. Theme in a novel

WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND

TOPIC 1 2 3 EMPHASIS SYSTEM
18
Language For Interpersonal Use √ √ 1. Persuade someone not to do something Thinking Skills: Modals : Diphthongs
a. taking part in conversation and to do activities. Analysing may , might /əυ/
CLOUD OF CONCERN

Language For Informational Use 2. Discussion about health. Evaluating /eI/

a. reading materials in print. 3. Read a virtual pamphlet. Creating Gerunds
Social Issues
CHAPTER 9

b. process information √ √ √ 4. Scan for important details.

Health

c. present information √ √ √ 5. Understand contextual clues. Multiple

Language For Aesthetic Use 6. Write an article for school magazine. Intelligences:
THE LIVING PHOTOGRAPH √ √ 7. Make prediction as to what might happen Linguistic, Logical-
CHARGE OF THE LIGHT BRIGADE √ √ next. mathematical,
POEM 1 8. Give one’s opinion of sections of a story. spatial
SING TO THE DAWN
a. Respond to literary work

4
 19
Language For Interpersonal Use √ 1. Relate personal experiences. Thinking Skills: Past Perfect Consonant
a. discussing plans and √ 2. Persuade someone not to do something. Remembering Tense clusters
arrangements 3. Listening to a counseling session. Understanding /skr/

TO TELL OR NOT TO TELL

b. solving problems and making √ 4. Read a problem page letter in a Applying Prepositions of /spl/
decision. newspaper. association /spr/
Language For Informational Use 5. Read and understand main ideas in
CHAPTER 11

Social Issues a. listen to spoken text the text; understand contextual clues. Multiple Prepositions of
Health b. identifying main ideas. √ 6. Summarize: write a summary of: Intelligences: place
c. writing description. √ √ a. Daisy’s concerns logical-
d. expand notes and outlines √ √ b. Aunt Sybil’s advice and suggestions mathematical
Language For Aesthetic Use √ 7. Respond to letters in writing.
POEM 1 8. Recite a poem.
SING TO THE DAWN 9. Discuss the theme of a poem.
a. Respond to literary text √ √

20
REVISION

21-22 MID YEAR EXAMINATION

MID YEAR HOLIDAYS

WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
23-24 Language For Interpersonal Use 1. Compare and contrast the information
a. making enquiries and ordering obtained and decide on a choice. Thinking Skills:
goods and services √ √ √ 2. Give opinions on advertisement Analysing Adjective Consonant
OF BRANDS AND TRENDS

Language For Informational Use 3. Offer thanks for the service and product. Evaluating (revision) /t/
a. listening to spoken text. 4. Identify main ideas in radio commercials. Creating
b. extracting main ideas. √ √ √ 5. Identify main ideas in a text. Adjectives Consonant
CHAPTER 12

Social Issues

c. reading materials in print. √ 6. Compare and contrast data from graphs Multiple functioning as clusters
d. presenting information in non-linear √ √ and charts. Intelligence: nouns /kl/
forms. √ √ 7. Write a report based on a chart. Verbal-linguistic /sl/
Language For Aesthetic Use √ 8. Retell events in the novel from various Punctuation:
POEM 2 points of view. Real World: Underlining for
SING TO THE DAWN Being a discerning emphasis
a. Events in a novel √ √ consumer
Dictation

5
 25-26
Language For Interpersonal Use √ 1. Take part in discussion – based on a Thinking Skills: Nouns Consonant
a. taking part in discussion. √ picture. Remembering functioning as clusters

WASTE NOT, WANT NOT

Science and Technology
Language For Informational Use √ 2. Keep record of activities – a week of an Understanding adjectives /t∫/
a. listening to spoken text. √ activity pertaining to cleaning the Applying /gl/
CHAPTER 13 b. reading materials in print. √ environment. Simple, /pl/
c. identifying different points of view. 3. Exchange opinions. compound and
d. drawing conclusions. √ √ 4. Listen to panel discussion and note complex
e. summarizing information. important details. sentences
Language For Aesthetic Use √ √ 5. Listen to a talk: recall main ideas.
POEM 2 6. Read the text of speech.
SING TO THE DAWN √ √ 7. Identify main ideas
a. respond to literary work 8. Write a summary about the environment.
9. Retell poem in the students’ own words.
10. Write a haiku.
WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
27 Language For Interpersonal Use 1. Ask and respond to questions politely. Thinking Skills: Formation of
a. taking part in discussion √ 2. Listening to a meeting in progress: note Analysing the negative of
Science and Technology

√
HANDLE WITH CARE

b. exchanging ideas important details. Evaluating adjectives Homophone

Language For Informational Use 3. expand notes and outline – a report. Creating s
CHAPTER 14

√ 4. Make inferences – solving the problem

Environment

a. listening to spoken text. Prepositions of

b. reading materials in print. √ waste disposal. Real World: purpose
c. identifying different points of view. √ 5. Write a summary about the use of Solving the (revision)
d. drawing conclusions. √ environmental biotechnology. problem of waste
e. summarizing information. √ √ 6. Discuss the theme and message of a disposal Punctuation:
Language For Aesthetic Use poem. hyphen
POEM 2
SING TO THE DAWN √ √
a. theme and message of a poem
28 Language For Interpersonal Use 1. Talk about feelings and interests. Thinking Skills: Infinitives as
a. carrying out language function. √ √ 2. Help a friend make a decision. Remembering objects of verbs
b. solving problems 3. Listen to a farewell speech. Understanding Homograph
CROSSROADS

Language For Informational Use 4. Read an inspirational speech. Applying Infinitive as s

CHAPTER 15

Social Issues

a. listening to spoken text. √ 5. Identify main ideas and details in a complements of

People

b. reading materials in print. √ √ speech. the verb ‘to be’

c. summarizing information. 6. Understand contextual clues. Real World:
d. expanding notes and outline. √ 7. Write a speech – to honour the most Finding out how Modals:
Language For Aesthetic Use √ active member of the uniformed bodies. others deal with may , might
POEM 2 8. Recite poem with feeling and expression. tragedies
SING TO THE DAWN √
a. respond to literary work

27 – 32 REVISION

6
 SPM TRIAL

CUTI PERTENGAHAN PENGGAL 2

36 - 38 REVISION / POST MORTEM / REFLECTION

39 - 43 SPM

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.

7
 FORM FIVE ENGLISH – SCHEME OF WORK 2016
LITERATURE COMPONENT

GENRE TITLE
POISON TREE
POEM WHAT HAS HAPPENED TO LULU?
SING TO THE DAWN BY MINFONG HO
NOVEL

WEEK GENRE LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL

1 2
POEM: Language For Aesthetic Use √ √
a. understanding and telling in one’s own
words the story and poem heard
NOVEL: and/or read, and giving one’s 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 one’s life;
d. understanding other people’s cultures,
traditions, customs and beliefs;
e. reciting poems with feeling and
expression.
3 EMPHASIS
1. Reciting a poem with feeling and
√ expression and with correct pronunciation, Thinking Skills:
intonation, stress and rhythm. Remembering
2. Read a story Understanding
3. Talking about values found in the text. Applying
4. Talking about the theme and writing a Analysing
simple paragraph about the theme of the Evaluating
story. Creating
5. Talking about the message the writer is
putting across and writing a simple
Values:
paragraph on it.
6. Telling how events, characters and values Compassion
Courage
in the text are similar to one’slife.
7. Giving the sequence of events. Self discipline
8. Talking about the place and time the story Cooperation
took place or the place the poem describes
and writing a simple paragraph on it.
9. Talking about characters in a story and
writing a simple paragraph on one or two
characters.