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Scheme of Work 20 Weeks

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SCHEME OF WORK Subject: ENGLISH FORM 1Class: All Form 1 Semester Start Date: 6 January 2014 Semester End Date: WEEK| CHAPTER/ THEME| LEVEL| LEARNING OUTCOME| GRAMMAR| EDUCATIONAL EMPHASES| | | | LANGUAGE FOR INTERNATIONAL USE| LANGUAGE FOR INFORMATIONAL USE| LANGUAGE FORAESTHETIC USE| | | 1| ORIENTATION WEEK(6/1/14 – 10/1/14)| (13/1/14 – 17/1/14)3(20/1/14 – 24/1/14)| Chapter 1:Our FriendsTheme: People| 1| * Introducing oneself *  Talking about interests and hobbies * Asking questions politely and responding * Talking about friends and family| * Listening – note important details * Reading – Scan for details, use the dictionary to find meaning; identify supporting details. * POEM:THE RIVER * Reciting a poem with feeling and expression and with correct pronunciation ,intonation, stress and rhythm| * Using question words: who, what ,which, when, why‘ * Why’ questions Simple sentences Verbs – Tenses Simple present tense for  * Describing feelings * Senses Simple past tense| * Thinking Skills ICT Skills Values * Faithfulness * Loyalty * friendship| | | 2| * Talking about feelings and experience.

| * .

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Listening * Find more details * Reading * find more details | * Finding out the meaning of unfamiliar words by using contextual clues and / or the dictionary| | | | | 3| * Reading e-mail * Discuss points of interest and give opinions.

| * Process writing * write a paragraph about a friend| * Retelling the poem in one’s own words| | | 4(27/1/14 – 31/1/14)5(27/1/14 – 31/1/14)| Chapter 2:Forever friendsTheme: people| 1| * Inviting and welcoming friends. * Accepting and declining invitations * Expressing thanks and responding appropriately apologising. * Listening – note important details. * Reading – scan for details. * Listening – find more details * Reading – identify main ideas,| POEM: THE RIVER * Synopsis * Recognizing elements in a poem. * Finding rhyming words. * Understanding figurative language. | * Simple present tense. * Personal and possessive * Pronouns. * Possessive adjectives. * Figurative language| * Thinking skills. * Multiple intelligences. * Preparation for the real world. | | | 2| * Writing short messages to friends. * Supporting details; use contextual clues and identify words that associate with other words. | | | | | | 3| * Reading – discus points of interest and give opinions| * Reading – give reasons, draw conclusions. * Process writing – write messages. | | | | WEEK| CHAPTER/THEME| LEVEL| LEARNING OUTCOME| GRAMMAR| EDUCATIONAL EMPHASES| | | | LANGUAGE FOR INTERPERSONAL USE| LANGUAGE FORINFORMATIONAL USE| LANGUAGE AESTHETIC USE| | | 6| CHINESE NEW YEAR HOLIDAY(3/2/14 – 7/2/14)| 7(10/2/14 – 14/2/14)-8(17/2/14 – 21/2/14)| Chapter 3:Be healthy and strong.

Theme: Health – balanced diet| 1| * Taking about interest. * Taking about health| * Listening – note important details. * Reading – tell what the text is about scan for details; use the dictionary to find meaning: group words according to categories. | SHORT STORIES: * Flipping fantastic * About short stories * Introducing elements of short story. * Predicting outcome of a story. | * Simple present tense for * Habitual actions * Instructions and directions * Simple tense * Positive statement * Negative statement. Punctuation: * Capital letters, comma, exclamation mark, full stop and question mark. * Figurative language * Similes| * . thinking skills * Knowledge * Acquisition * Preparation for the real world. | | | 2| * Writing paragraph on preferences- students’ favourite food. | * Listening – find more details. * Reading – identify main ideas and supporting details. | * Introducing plot structure sequencing of events in short story. | | | | | 3| * Reading article – discuss points of interest and give opinions. * Process writing skills- write a paragraph on food. | | | | WEEK| CHAPTER/THEME| LEVEL| LEARNING OUTCOME| GRAMMAR| EDUCATIONAL EMPHASES| | | | LANGUAGE FOR INTERPERSONAL USE| LANGUAGE FORINFORMATIONAL USE| LANGUAGE AESTHETIC USE| | | 9(24/2/14 – 28/2/14)10(3/3/14 – 7/3/14)| Chapter 4Home Sweet HomeTheme: Social issues – duties at home| 1| * Talking about everyday activities. * Talking about what one shouldn’t or mustn’t do. * Giving instructions in a poster. | * Listening – note details; follow sequence of ideas. SHORT STORIES:Flipping fantastic * Introducing characteristics in short story. * Talking about values giving one’s opinion. | * Simple tense for * Habitual actions. * Instructions and directions. * Concord(subject – verb agreement) * Verbs – contracted forms * Special finites or modals| * Thinking skills * ICT skills * Value * Gratitude * Filial piety * Multiple intelligent. Preparation for the real world| | | 2| * Discussing plans and rules. * Reading – scan for details; use the dictionary to find the meaning. | * | | | | | 3| Reading a Web page – discuss points of interest. | * Writing simple instructions| | | | WEEK| CHAPTER/THEME| LEVEL| LEARNING OUTCOME| GRAMMAR| EDUCATIONAL EMPHASES| | | | LANGUAGE FOR INTERPERSONAL USE| LANGUAGE FOR INFORMATIONAL USE| LANGUAGE AESTHETIC USE| | | 11(10/3/14 – 14/3/14)12(17/3/14 – 21/3/14)| Chapter 5:Technology around us. Theme: technology| 1| * Talking about things writing shopping lists. * Listening – note details * Reading – scan for details. | NOVEL: Journey To The Centre Of The Earth. Part1: Chapter 1 – 3 | * Singular and plural nouns. * Spelling rules for regular and irregular plurals. * Articles with singular and plural nouns – a, an, the. * Figurative language – proverbs. | * Thinking skills. * Preparation the real world. | | | 2| | * Reading – identify main ideas and important details, use contextual clues, and identify base words. | * Making simple predictions. * Describe the setting. | | | | 3| * Reading an advertisement – discuss points of interest and give opinions. | * Process writing – describe a product. | | | | 13(24/3/14 – 28/3/14)| Chapter 6:Our beautifulEnvironmentTheme: environment| 1| * Talking about plants and flowers. * Talking about what we should and should not do in parks, and writing simple instruction. * Talking about activities| * Listening – note important details. * Reading – use the dictionary to find according to categories meaning; group words from a given word. NOVEL: The Journey To The Center Of The Earth. Part 1: Chapter 1 – 3 * Giving the sequence of events * Describe and write about characters. | * Conjunction‘and’ to link two ideasSpecial finites or modals – ‘should’ and ‘should not’. * Present continuous tense – am / is / are….. verb +ing| * Thinking skills * ICT skills * Multiple intelligent. | | | 2| | * Reading – identify main ideas and supporting details. | | | | | | 3| * Writing short e-mail messages * Reading – discuss points of interest and give opinions. * Reading – give reason * Process writing – write descriptions of trees. | * Talking about the theme and writing a simple paragraph about the theme in the story. | | | 14(1/4/14 – 4/4/14)15(21/4/14 – 25/4/14)| Chapter 7 :Happy at SchoolTheme:Social issues – discipline in school| 1| * Describing a friends * Asking ‘Yes-No’ question and responding to such question| * Listening-note details * Reading-scan for details; understand word formation; use a dictionary to find meaning| POEM: MR NOBODY * Reciting a poem. Retelling the poem in one’s own words * Using a dictionary to find the meaning of words| * Adjectives for describing character and appearance * Prefixes-‘un’,’in’,’im’, and ‘dis’ to show ‘not’ * Adverbs of manner Yes-No question| * Thinking skills * Multiple intelligence * Preparation for the Real World | | | 2| | * Listening – find more details; identify main ideas. * Reading – identify main ideas and supporting details. * Talking about values found in the text| | | | | 3| * Reading quiz-discuss point of interest and give opinions * Reading a letter * Writing recounts of activities| * Reading – give reason * Process writing – write a paragraph on past activities| * Saying what one thinks of the poem * Changing the poem to a Drawing| | | WEEK| CHAPTER/ THEME| LEVEL| LEARNING OUTCOME| GRAMMAR| EDUCATIONAL EMPHASES| | | | LANGUAGE FOR INTERPERSONAL USE| LANGUAGE FOR INFORMATION USE| LANGUAGE FOR AESTHETIC USE| | | 16(28/4/14 – 2/5/14)17(5/5/14 – 9/5/14)| Chapter 8:Right on Track Theme:Social / issues-Road Safety| 1| * Giving and following directions * Adding more details to show locations. * Giving advice and instruction * Writing simple instructions| * Listening-draw a route on a map. * Drawing directions and explaining them. Reading groups words according to categories. | POEM: MR NOBODY * Introducing message and theme in poem * Identifying message / theme in a poem| * Simple present tense for introductions and directions * Preposition of place and direction. | * Thinking skills * Multiple intelligences * Knowledge * Acquisition * Preparation for the real world. | | | 2| | * Reading to identify main ideas and supporting details. | * Changing the text to another form. | | | | | 3| * Reading and discussing road signs. * Reading a setoff instruction and discussing safety tips. | * Reading – give reasons. * Process writing – draw a pictorial map and write directions. | | | 18| MID TERM EXAMINATION 1(12/5/14 – 16/5/14) | 19(19/5/14 – 23/5/14)| MID TERM 1 HOLIDAY| WEEK| CHAPTER/ THEME| LEVEL| LEARNING OUTCOME| GRAMMAR| EDUCATIONAL EMPHASES| | | | LANGUAGE FOR INTERPERSONAL USE| LANGUAGE FOR INFORMATION USE| LANGUAGE FOR AESTHETIC USE| | | 20 (26/5/14 – 30/5/14)| Chapter 9:Spending time with my familyTheme:people| 1| * Talking about holidays. * Talking about past activities. Asking questions to get information, and responding. | * Listening – note important detail; follow sequence of details. * Reading – scan for details.. | Novel: Journey To The Center Of The Earth. Part 2 : chapter 4 – 6 * Retelling the story in a correct sequence. * Simple past tense – words that signal past time. * Regular and irregular verbs. * Time Expressions * Place expressions * Prepositions of place, time and direction| * Thinking skills * Learning how to learn skills. * Multiple Intelligences. | | | 2| | * Reading – Identify main ideas and supporting details| * Making simple predictions| | | | | 3| * Writing simple letters. * Writing recounts of experiences. | * Reading –Identify cause and effect; give reasons. * Process writing – write recounts of experiences. | | | | ————————————————- Remarks: ————————————————- Date: 16 April 2013

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Scheme of Work 20 Weeks. (2016, Nov 13). Retrieved from https://graduateway.com/scheme-of-work-20-weeks/

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