form 5 yearly scheme of work 2016.pdf
TRANSCRIPT
FORM FIVE YEARLY SCHEME OF WORK 2016
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMP REHEN SION &SUM MARY
GRAM MAR
INFO-TRANS
FER
*Jigsaw writing*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphic aids
*matching exercises
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S4-1
5JA
N2016
(2w
eeks)
ARTICLE 1
Article for a school magazine on‘How to be a good friend’
DESCRIPTIVE 1(Person)
Describe about a person who has worked hard to succeed in life
POEM: POISON TREE
TensesLanguage for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1 (level 1)iv) Ask question and respond1.1 (level 2)b) Participate in a conversation
2.2.A (level 1)ii)Listen to a description: recall important details,iii)answer questions to demonstrate understanding2.2.B (level 1)iii) scan for detailsvi) Use the dictionary2.2 B (level 2)
3.1 (level 1)
ii) Find out the meanings of words3.1 (level 2)
vii) Predict what might happen next
REMEMBERING—recite a poemUNDERSTAND–prepare a chart to show one‘s character
APPLYING– make a scrapbook
ANALYSING– write a biography
EVALUATING– prepare a list to judge
1:
PE
O 2.2 B (level 2)xi) Predict outcomesix) List important details,viii) Identify main ideas.
– prepare a list to judgeCREATING–design a magazine cover
2:
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18-2
9JA
N2016
(2w
eeks)
INFORMAL LETTER 1
Advice on spending money
EXPOSITORY 1
Good things come to those who wait
NOVEL: VIDEO
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS1.2 (level 1)
ii) Ask one to think about something1.2 (level 2)b) Participate in a conversation
2.2.A (level 1)i) recall what it is about2.2.B (level 1)iii) scan for details,iv) follow the sequence of ideas2.2 B (level 2)viii) Identify main ideas2.2 B (level 3)xviii) Make inferencesxix) draw conclusions.
3.1 (level 2)vi) Describe Setting
REMEMBERING—make a facts chartUNDERSTAND–illustrate idea in a posterAPPLYING–take collection of photos to demonstrate point ANALYSING– prepare a report
EVALUATING– form a panel to discussCREATING– write a commercial
CROSS COUNTRY RACE (22 JANUARY 2016, FRIDAY)
ANNUAL SPORTS DAY (28-29 JANUARY 2016, THURSDAY-FRIDAY)
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRANSF
ER
*Jigsaw writing*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphic aids
*matching exercises
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EN
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ON
ME
NT
: P
OIS
ON
S IN
TH
E A
IR1-5
FE
B 2
016
(1w
eek)
FORMAL LETTER 1
Complaint on recreational
park
NARRATIVE 1
Write about a fisherman begin
with ‘The wind blew strongly,
out at sea…’
NOVEL : SUMMARY
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.2 (level 1)i) Ask about one‘s health1.2 (level 2)v) Participate in a conversation1.1 (level 3)
viii) Give an opinion on an account heard
2.2 (e) predict outcomes2.2 A (level 1)iv) note important details2.2 B (level 1)i) state type of text;ii) skim for gist of text.
v) highlight key words and phrases.2. 2 B (level 2)ix) List important details2. 2 B (level 3)
3.1 (level 2)vi) describe characters and write about it
REMEMBERING— make timeline of eventsUNDERSTAND–cut out pictures of flood/unmaintained park APPLYING– make a scrapbookof…ANALYSING– prepare a reportEVALUATING– conduct a debateCREATING–invent a cleaning machine
3:
EN
VIR
2. 2 B (level 3)xviii) Make inferencesxii) Identify cause and effect
CHINESE NEW YEAR (8 – 12 FEBRUARY 2016) – 1 WEEK
TEST 1(15-19 FEBRUARY 2016) – 1 WEEK
4:
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YD
6Y
HE
OR
ES
22
FE
B–
11
MA
R2016
(3w
ee
ks)
NARRATIVE 2Write about how thankful you were to
your neighbour, end with ‘..no words
could describe how grateful I was.’
POEM: WHAT HAPPENED TO
LULU?
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1 (level 1)ii) Relate a personal experience1.1 (level 3)
viii) Give an opinion on an account heard1.2 (level 2)v) Participate in a conversation
2.3 (e) expand notes2.2.A (level 1)
ii) Listen and recall important details2.2 B (level 1)iii) scan for details2.2 B (level 1)vii) identify main ideas,ix) List important details,
3.1 (level 2)
vi) describe characters and write about it
REMEMBERING— list informationUNDERSTAND–fill in bubble speech of comicstripAPPLYING–dress a doll in a hero costumeANALYSING– write a biographyEVALUATING–present & convince othersCREATING– create a gift box
UNIFORM UNIT DAY(12 MAR 2016)
MID TERM 1 HOLIDAY (14-18 MARCH 2016) – 1 WEEK
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRANSF
ER
*Jigsaw writing*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphic aids
*matching exercises
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CA
RE
ER
S21
MA
R–
1A
PR
2016
(2w
eeks)
ARGUMENTATIVE 1Does wealth guarantee good life? NOVEL: IMPORTANT INCIDENT 1-5
Adj & Adv
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1 (level 2)
vii) Read a topic of current
interest and exchange ideas
1.1 (level 3)
viii) give opinions on an article read
1.2 (level 2)
v) Participate in a
conversation
2.2.A (level 1)ii) recall important details,2.2.B (level 1)Read job descriptions:iii) scan for details,vi) use the dictionary2.2 B (level 2)viii) identify main ideasix) List important details,2.3 (level 1)i) present information in the form of a
3.1 (level 1)
iii) Retell the story in one‘s own
words
3.1 (level 2)
v) Narrate the sequence of
events
REMEMBERING— make a chart of jobsUNDERSTAND–retell story in own wordsAPPLYING–design marketing strategy ANALYSING–design a questionnaire for class about careers EVALUATING–class-presentation on resultsCREATING
5:
P 2 i) present information in the form of a table and a chart2.3 (level 3)xiii) Making inferences
CREATING– design a record cover
6:
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–14
AP
R2016
(2w
ee
ks)
FORMAL LETTER 2To the principal to ask permission to go camping
PROVERB 1‘A friend in need is a friend indeed’ NOVEL: IMPORTANT INCIDENT 6-
10
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.2 (level 1) (ii) Ask one to decide onsomething1. 2 (level 3) (v) Participate in a conversation1.3 (level 1) (i) Make enquiries;identify similar products1.3 (level 2) (ii) Compare and contrast and decide on a choice.1.3 (level 2) (iii) Confirm the
service/ product and place an order for it orally and in writing.1.3 (level 3) (iv) Expresssatisfaction and offer thanks
2.2.A (level 1)Listen to a radio talk:ii) recall important details2.2.B (level 1)-Read advertisements:iii) scan for details,2.2 B (level 2)ix) List important details,2.2 B (level 3)xiii) Making inferences
3.1(level 2)ix) Relate events and values to one‘s life
REMEMBERING— list interesting places (find through google) UNDERSTAND–explaining best choiceAPPLYING– create a diagramANALYSING–compare places of interest EVALUATING–agree/disagree with reasonCREATING– create a brochure
WACANA KEBITARAAN MODAL INSAN (15 APRIL 2016, FRIDAY)
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRANSF
ER
*Jigsawwriting*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphicaids
*matchingexercises
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LO
OM
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DIS
AS
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18
–29
AP
R2016
(2w
eeks)
INFORMAL LETTER 2To a friend, sharing about a 3-day outdoor camp
EXPOSITORY 2What can we do to save the environment
POEM: THE LIVING PHOTOGRAPH
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1 (level 1)
ii) Relate personal
experiences.
1.1 (level 1)
v) Participate in a
conversation
1.1 (level 2)
vii)Read a topic of interest and
exchange ideas
viii)Give opinions on accounts heard
2.2.A (level 1)ii)recall important details,iii)answer a variety of questions to demonstrate understanding2.2 A (level 2)vii) Identify different points of view2.2.B (level 1)Read a newspaper article (editorial):iii) scan for details2.2 B (level 2)vii) identify main ideas,ix) List important details,2.2 B (level 3)xii)identify cause,
3.1 (level 3)x) Discuss the themes
REMEMBERING— recall own experience in outdoor camp UNDERSTAND–summarize experienceAPPLYING–construct a model of floodANALYSING– construct a graphEVALUATING–panel discussion on expected disasters CREATING–write feelings in relation
7:
EN
VIR viii)Give opinions on accounts heard xii)identify cause,
xiii)Make inferences,xvi) draw conclusions,2.3 (e) Expand notes
–write feelings in relation to earth‘s current condition
SEMESTER 1 EXAM (3 – 16 MAY 2016) – 2 WEEKS
8:
HE
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E17
–27
MA
Y2016
(1½
weeks)
REPORT 1To the principal about health and safety
NOVEL: IMPORTANT INCIDENT 11-15 Reported
Speech & Phrasal verbs
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1 (level 2)
v) Participate in a
conversation
1.1 (level 3)
viii) Give opinions on accounts heard
1.2 (level 1)
ii) Persuade someone not to do
something
2.2.A (level 1)Listen to information in a letterii) recall important details,2.2.B (level 1)-Read the text of a talk:iii) scan for details2.2 B (level 2)ix) List important details,2.2 B (level 3)xii)identify cause,xiii)Make inferences,xvi) draw conclusions,2.3 (i) present information in the form of a table and a chart.
3.1 (level 3)
x) discuss the message of the poem3.2 (level 3)
iii) Present a poem in a different genre,
REMEMBERING— make a chart of‗smoking‘ factsUNDERSTAND–draw a picture of the lifeAPPLYING–present how to take care of oneselfANALYSING–make a flow chart of safety measuresEVALUATING– peer evaluationCREATING–make a commercial of TAKNAK campaign
SEMESTER 1 HOLIDAY (30 MAY – 12 JUNE 2016) – 2 WEEKS
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRANSF
ER
*Jigsawwriting*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphic aids
*matchingexercises Ro
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13
–24
JU
N 2
016
(2w
eeks)
SPEECH 1
What ordinary people can do to
conserve natural resources
DESCRIPTIVE 2(Event)
Describe what makes you happy and
explain why
NOVEL: IMPORTANT
INCIDENT 16-20
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1(level 1)
iv) Ask question politely and
respond politely
1.2 (level 1)
iv) ask about satisfaction and
express dissatisfaction
2.2.A (level 1)ii) recall important details2.2.B (level 1)ii) scan for details2.2 B (level 2)ix) List important details, identify main ideas2.2 B (level 3)xi) Predict outcomes with reasonxiii) make inferences
3.1(level 3)xii) Understand the Figurative language of a text: simile, metaphor,personification
REMEMBERING— define waste management UNDERSTAND–explain the '3R‘ conceptAPPLYING–make rules to make school implement 3R ANALYSING– categoriseEVALUATING– defend 3R conceptxiii) make inferences
2.3 (i) Present information in the form of charts and tables
– defend 3R conceptCREATING– invent a 3R machine
10:
SI:
TIM
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OU
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27
JU
N–
8JU
LY
2016
(2w
eeks)
REPORT 2
To the principal, students‘ lack of
interest in sports
NARRATIVE 3Write about someone who took a big risk begin with ‘Everybody said that the plan would never work. It was far too risky..’
POEM: CHARGE OF THE
LIGHT BRIGADE
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.2 (level 2)ii) Participate in a conversation
vi) Make a decision based on
agreement of all members of a group
2.2.A (level 1)Listen to a discussion:
ii) recall important details
2.2 A (level 2)
vii) different points of view
2.2.B (level 2)
Read a travel brochure
viii) Identify main ideas,
2.3 (c) Respond to questions orally
3.1 (level 2)
ix) Relate events, characters and
values to one‘s life
3.1 (level 3)
xi) Give one‘s opinion of a story
REMEMBERING— memorise importance of time management UNDERSTAND–discuss importance of physical activities APPLYING–solve 'boredom‘ problem ANALYSING– compare types of sportsEVALUATING–peer-evaluate each others‘ fitness CREATING– plan daily schedule
EID AL-FITR HOLIDAY (4 – 10 JULY 2016) – 1 WEEK
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRANSF
ER
*Jigsawwriting*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphicaids
*matchingexercises Ro
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11:
SI:
ON
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D11
–22
JU
LY
2016
(2w
eekS
)
REFLECTIVE 1What I will miss most after leaving school
NOVEL: IMPORTANT INCIDENT 20-24 Sentence
structures & SVA
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1(level 1)
iv) Ask and respond to
questions politely
1.1 (b) (level 2)Participate in a conversation
2.1 (level 2, 3)iii) Interview people to get more information2.2.A (level 1)Listen to a description of an incident:ii) recall important details2.2.B (level 1) Read an article:iii) scan for details2.2 B (level 2)ix) List important details,vii) identify main ideas2.2 B (level 3)xiii)Make inferencesxiv)Draw conclusions
3.2 (level 2)
ii) Retell a story from another
character‘s point of view
REMEMBERING— locate best places to go on a trip to UNDERSTAND–explain precautions to take when travelling APPLYING– create bubble mapANALYSING–examine a scam done to tourists EVALUATING– make a bookletCREATING–write about feelings
xiii)Make inferencesxiv)Draw conclusionsxvi) compare and contrast data from a table,
–write about feelings
12:
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N25
JU
LY
–5
AU
G20
16
(2w
eek)
NARRATIVE 4Write a story about a teenager end with ‘He heaved a sigh of relief as he finally saw a light from a torch. He knew that he would be saved’
NOVEL (DRILLINGS)
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1(level 1)
i) Introduce oneself to a friendly
stranger and initiate a conversation.
1.1 (level 2)
v) Participate in a
conversation
2.2.A (level 1)ii) recall important details
2.2.B (level 1)
iii) scan for details.
2.2 B (level 2)
vii) identify main ideas
ix) List important details
2.2 B (level 3)
xiii) Make inferences.
3.1 (level 2)
vi) Describe a character and write a
paragraph or two about the person.
3.2 (Level 1)
i) Dramatize a section of a text and
role play characters
3. 2 (level 3)
iv) Compose a simple
dialogue
REMEMBERING— recall steps on how to prevent a sickness UNDERSTAND–paraphrase Dengue announcement APPLYING–make a poster for any preventive method of anysicknessANALYSING–devise a playEVALUATING– convince othersCREATING– create pamphlets
SPM TRIAL 1 (8 – 19 AUGUST 2016) – 2 WEEKS
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRA
NSF ER
*Jigsawwriting*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphicaids
*matchingexercises
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; S
I: T
HE
PO
WE
RO
FO
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22
AU
G–
9S
EP
T 2
016
(2w
eeks)
SPEECH 2Farewell speech to a favourite English teacher who is retiring
EXPOSITORY 3Why is having good neighboursimportant
POEM (ALL)
Logical & Sequence
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1(level 1)iii)Keep a record of events
iv)Ask questions politely and respond politely1.1 (level 2)v) Participate in conversation.
2.1 (iii) Interview others to get more information.2.2.A (level 1)ii) recall important details.2.2.B (level 1)iii) scan for detailsiv) follow sequence of ideas,2.2 B (level 2)vii) identify main ideas,
3.1 (level 1)i) Recite a poem3.1 (level 3)xii) Understand figurative language of the text: image and imagery.3.2 (level 3)iv) Compose a simple poem
REMEMBERING— write a list of infoUNDERSTAND–paraphrase info about itAPPLYING– draw bubble map of itANALYSING–compare and contrast the good and bad neighbourEVALUATING– conduct a debatevii) identify main ideas, – conduct a debateCREATING– write about feelings
14:
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HA
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WIT
HC
AR
E19
SE
PT
–7
0C
T2016
(2w
eeks)
ARTICLE 2To school magazine on how to ensure safety in the neighbourhood
PROVERB 2 Honesty is the best policy NOVEL (DRILLINGS)
Conj& Prep
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1(level 2)
v) Participate in a
conversation.
1.2 (level 1)
iv) Ask about satisfaction and
express dissatisfaction.
1.3 (level 3)(iv) Express satisfaction and offer thanks about the service orally
2.2.A (level 1)ii)recall important details,
iii)answer a variety of questions to demonstrate understanding.2.2.B (level 1)iii) scan for detailsiv) follow sequence of ideas2.2 B (level 2)viii) identify main ideas,ix) List detailsxiii) Make inferencesxvi) Draw conclusion2.3 (e) Expand notes
3.1 (level 2)
v) Narrate the sequence of
events
REMEMBERING— identify kinds of wasteUNDERSTAND–gather info aboutwaste managementAPPLYING–find the best method ANALYSING– devise a playEVALUATING– form a panel to discuss
viewsCREATING– design a book cover
COCURICULUM DAY (27 AUGUST 2016) / NATIONAL DAY (31 AUGUST 2016)MID SEMESTER 2 HOLIDAY (10-18 SEPTEMBER 2016) – 1 WEEK
EID AL-ADHA HOLIDAY (12 SEPT 2016) / MALAYSIA DAY (16 SEPT 2016)
SPM TRIAL 2 (26 SEPTEMBER – 7 OCTOBER 2016)
DIRECTED WRITING CONTINUOUS WRITING LITERATURE
COMPREHENSI
ON &SUMM
ARY
GRAMMAR
INFO-TRANSF
ER
*Jigsawwriting*peer-editing/error-identification
*RAINBOW technique*SEE technique*WH-questions
*Narrative booklet*The Hill
*sequence-connecters*Sentence Structures*different Lead Types
*POEM question bank*mastering-group
*PPT presentations*Comics & graphic aids
*matchingexercises Ro
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15:
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GR
EE
NS
OL
UT
ION
12
–23
OC
T20
16
(2w
eeks)
REPORT 3
A report on the health issues of a village near your school
DESCRIPTIVE 3(Place)Describe the scene in a crowded shopping mall
NOVEL (DRILLINGS)
Punct & Modals
Language for Interpersonal Use Language for Informational Use Language for Aesthetic Use HOTS
1.1(level 1)v) Participate in a conversation
2.2.A (level 1)ii) recall important details,2.2.B (level 1)iii)scan for detailsiv)follow sequence of ideas2.2 B (level 2)viii)identify main ideas,ix)List detailsxi) predict outcomes with reasonxiii) Make inferences
3.1 (level 1) (iii) Retell a poem or story in one‘s own words.3.1 (level 2)(v) Narrate the sequence of events.vii) Make predictions as to what might happen next.3.1 (level 3)xi) Give one‘s opinion of a story.3.2 (level 3)iii)Present the text in another genre.
REMEMBERING— find info on government green initiative UNDERSTAND– explain in own wordsAPPLYING– carry out the initiativeANALYSING– prepare a reportEVALUATING– Form a panel to discuss xiii) Make inferences
xvi) Draw conclusioniii)Present the text in another genre.iv)Compose a simple poem.
– Form a panel to discuss views
CREATING– make a brochure
REVISION (24 OCTOBER – 4 NOVEMBER 2016)SPM EXAMINATION - NOVEMBER 2016
EDUCATIONALEMPHASIS
Grammar Vocabulary MORAL VALUES
1. Thinking Skill
2. Learning How to learn skills
3. ICT skills
4. Values & citizenship
5. MultipleIntelligences
6. Preparation for the real world
1. TENSES2. ADJECTIVES3. Reported Speech4. Passive Voice5. Phrasal Verbs6. Sentence
Structures7. ADVERBS
8. Subject-Verb Agreement
9. Logical & Sequence Connectors
10. Conjunctions
11. Preposition of Directions
12. Punctuation13. Modals
1. Word association
2. Words from other languages
3. Collocations4. Prefix & Suffix5. Noun VS Verb
confusion6. Substitute one word
for many7. Compound words8. Homographs9. Thesaurus skill10. Idioms
11. Words to categorize many things
12. Collective nouns
TrustworthinessBe honest • Don‘t deceive, cheat, or steal • Be reliable — do what you say you‘ll do • Have the courage to do the right thing • Build a good reputation • Be loyal — stand by your family, friends, and countryRespectTreat others with respect; follow the Golden Rule • Be tolerant and accepting of differences • Usegood manners, not bad language • Be considerate of the feelings of others • Don‘t threaten, hit orhurt anyone • Deal peacefully with anger, insults, and disagreementsResponsibilityDo what you are supposed to do • Plan ahead • Persevere: keep on trying! • Always do your best • Use self-control • Be self-disciplined • Think before you act — consider the consequences • Be accountable for your words, actions, and attitudes • Set a good example for othersFairnessPlay by the rules • Take turns and share • Be open-minded; listen to others • Don‘t take advantage of others • Don‘t blame others carelessly • Treat all people fairlyCaringBe kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in needCitizenshipDo your share to make your school and community better • Cooperate • Get involved in community affairs • Stay informed; vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment • Volunteer
HOTS : possible activities and outcomes & assessment
Remembering •Make a list of the main events of the story.•Make a time line of events.•Make a facts chart.•Write a list of any pieces of information you can remember.• Make a chart showing…•Make an acrostic.•Recite a poem
What happened after...?•How many...?•What is...?•Who was it that...?•Can you name ...?•Find the meaning of…•Describe what happened after…•Who spoke to...?•Which is true or false...?
Analyzing •Design a questionnaire to gatherinformation.•Write a commercial to sell a new product•Make a flow chart to show the criticalstages.•Construct a graph to illustrateselected information.
•Make a family tree showing relationships.•Devise a play about the study area.•Write a biography of a person studied.•Prepare a report about the area of study.•Conduct an investigation toproduce information to support a view.
•Which events could not havehappened?•If. ..happened, what might the ending have been?•How is...similar to...?
•What do you see as other possible outcomes?•Why did...changes occur?•Can you explain what must have happened when...?•What are some or the problems•Can you distinguish between...?•What were some of the motives behind..?•What was the turning point?•What was the problem with...?
Understanding •Cut out, or draw pictures to show a particularevent.•Illustrate what you think the main idea may have been.•Make a cartoon strip showing the sequenceof events.•Write and perform a play based on the story.
•Can you write in your own words?•How would you explain…?•Can you write a brief outline...?•What do you think could have happened next...?•Who do you think...?
Evaluating Prepare a list of criteria to judge…•Conduct a debate about an issue of special interest.•Make a booklet about things you see as important. Convince others.•Form a panel to discuss views.•Write a letter to. ..advising on
•Is there a better solution to...?•Can you defend your position about...?•Do you think...is a good or bad thing?•How would you have handled...?•What changes to.. would you recommend?story.
•Retell the story in your own words.•Write a summary report of the event•Prepare a flow chart to illustrate the sequence of events.•Make a coloring book.
•Who do you think...?•What was the main idea...?•Can you clarify…?•Can you illustrate…?
•Does everyone act in the way that …….. does?
•Write a letter to. ..advising on changes needed.•Write a half-yearly report.
•Prepare a case to present your view about...
recommend?•Do you believe...?•How effective are. ..?•What are the consequences..?•What influence will....have on our lives?•What are the pros and cons of..?•Why is ....of value?•What are the alternatives?•Who will gain & who will lose?
Applying •Construct a model to demonstrate howsomething works•Make a diorama to illustrate an event•Make a scrapbook about the areas of study.•Make a papier-mache map / clay model to include relevant information about an event.•Take a collection of photographs to demonstrate a particular point.•Make up a puzzle or a game about thetopic.•Write a textbook about this topic for others.•Dress a doll in national costume.•Make a clay model.•Design a marketing strategy for a product
•Do you know of anotherinstance where…?•Can you group by characteristics such as…?•Which factors would you change if…?•What questions would you ask of…?•From the information given,can you develop a set of instructions about…?
Creating •Invent a machine to do a specifictask.•Designa•Create a new product. Give it a name and plan a marketing campaign.•Write about your feelings in relation to...•Write a TV show play, puppetshow, role play, song or pantomime about..•Design a record, book or magazinecover for...•Sell an idea•Devise a way to...
•Make up a new language and use it in an example.
•Can you design a...to...?•Can you see a possible solution?•If you had access to all resources, how would you deal with...?•Why don't you devise your ownway to...?•What would happen if ...?•How many ways can you...?•Can you create new and unusual uses for...?•Can you develop a proposalwhich would...?
ANALYSIS OF PAST YEAR QUESTIONS
DIRECTEDWRITINGYEAR ARTICLE REPORT SPEECH INFORMALLETTER FORMALLETTER
2000 to mother, to ask for money to buy birthdaygift for your brother
2001 how to cope with stress
2002 about Road Safety
2003 to teacher—state choice of class ontrip after end-yearexam
2004 to principal—matters in school whichcould be improved
2005 letter to a friend telling about a 3-day outdooractivitycamp
2006 letter to a friend on why s/he would make agood Head Prefect
2007 a recommendationofscience referencebook
2008 to school magazine—an article abouta friend
2009 to the principal—students‘ lack of interest in sports
2010 benefits of National Service Programme
2011 how to manage a sprainedankle
2012 advice on spendingmoney
2013 complaint on recreational park
2014 for school mag—how to ensuresafetyfor school mag—how to ensuresafety
in neighbourhood—poster: ―Crime Prevention‖
2015 Farewell speech to a favouriteEnglish teacher
CONTINUOUS WRITING
YEAR DESCRIPTIVE EXPOSITORY REFLECTIVE ARGUMENTATIVE NARRATIVE OPEN
2000things I like about my life
Life in Malaysia in themillennium
if you were able to choose a time inhistory that you could visit, what time would it be and why?
more land should be used foragriculture than for industry
MyHero
2001 how you spend a free day when the weather was verybad
how do you think the media has influenced you and your family?
the legal age for driving should be increased from 17 to 19.
a story about an old man returning to his home he left many yearsago
large families make happyfamilies
2002 a favourite teacher who had agreat influence on you
how I can help to make the world abetterplace
good results ins chool do notguarantee success in the future. Youropinion?
beginning: ―it it really you? Wherehave you been all these years?‖
colours
2003 A day you wished had never happened
You have been given a chance to visit a country of your choice.Which country would you choose andwhy?
An invention you cannot live without
Write a story that ends with: If only I had listened to his/her advice
friends
2004 Describe a festival celebratedin your area
how we can promotetourism in Malaysia
My IdealSchool Write a story ending with: ―We hadnever laughed so much in our lives.‖
clothes
2005 biggest challenge in your life How to keeponeselfhealthy
given a chance to be anybody,whowould you want to be and why?
title: ―An Unexpected Visitor‖ Music
2006 enjoyableweekend How tv help students‘studies
changes in one‘s life one wants tosee in 10 years
ending: ―…If only I had been morecareful, that wouldn‘t have happened‖.
Food
2007 Describe an embarrassingexperience in yourlife
My earlyyears ‗Teenagers today are onlyinterested in entertainment.‘ Do youagree?
Write a story beginning with: Kim wasnervous when the dooropened
tomorrow
2008 Write about a person who hasworked hard to succeed in life.
My future husband orwife Examinations – good or bad? Write a story ending with: ―NowIrealize the value of a true friend.‖
stars
2009 Describe an unforgettableincident that you saw on your way home from school
My favourite day of theweek School children should nothave long holidays. Do you agree?
Write a story ending with: ―...Wesaidour goodbyes and went our separate ways.‖
beauty
2010 Describe the most popular student in your school
what can we do to save theenvironment
―The Internet is mostly a good thing.‖ Do you agree?Supportyouropinion.
Write a story beginning with: ―It had been raining all day...‖
home
2011 A famous person you admire ―The best things in lifearefree‖
Should school students havepart-time jobs? - Discuss
Write a story that ends with: "...They
looked at each other and smiled meaningfully."
peace
2012 Describe an outing with yourfriends
Saving money for thefuture
Should parents give childrenmorefreedom?
beginning with ―The teacher walkedinto the classroom. It was the first period…‖
cleanliness
2013 ‗Truly Malaysian‘. Describe what thismeans to you.
is tuition necessary? story about being aloneEnding with ―…and I became a better person‖
RealityShows
2014 *an important family
celebration—how you feel aboutit*‖a friend in need is a friendindeed—how a friend helped in a difficult time
Why areanimals
important to human beings
teenagers today lack freedom about a fisherman—begin ―the windblew strongly. Out at sea,…‖
2015 What makes you happy and why
Why is having good neighboursimportant?
Honesty is the best policy – anexperience when this was true for you
Social networking caused a lot of problems. How far do you agree?
About someone you know who took a big risk and had a good result – begin-Everybody said that the plan would important? agree? Everybody said that the plan would never work. It was far too risky.
NOVEL ESSAY QUESTIONS
YEAR QUESTION
2005 ―Love is important in a family‖. How is this shown in the novel you have read? Support your answer with close reference to the text.
2006 The writer describes the main character as a very determined person., write about: Some instances that shows the character determination How the determination affects his/her family
2007 ―It is important to have a person you look up to in your life.‖From the novel that you have read, write about one character that you look up to. Give reasons why you choose him/her.
2008 Describe what happens at the end of the novel Explain why you find the ending either happy or sad
2009 Using the details from the novel that you have studied, write about a difficult decision made by one of the characters.With close reference to the text, do you think this was the right decision?
2010 Based on the novel that you have read, write about an important incident that you remember. Give reasons why you remember the incident.
2011 Which part of the story do you like most? Give reasons for your choice with close reference to the text.
2012 Based on the novel you have studied, write about an event that makes you angry. With close reference to the text, give reasons why the event makes you feel thisway.
2013 Write about an important decision made by one of the characters.With close reference to the text, explain how it affects the other character(s).
2014 *a character that went through a struggle to better his/her life
2015 one character who you think is a good role model for teenagers