Form 2 English Language Scheme of Work with DSP 2014
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1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments. 2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language. 3) A variety of activities are planned like discussions, interviews, readings and writings. Assessments measure students' ability to understand texts, communicate effectively and apply grammar.
Form 2 English Language Scheme of Work with DSP 2014
- 1. SMK LAHAT Prepared by UMAGOWRIE SUPRAMANIAM ENGLISH PANEL HEAD 1
- 2. SMK LAHAT ENGLISH LANGUAGE – FORM 2 SCHEME OF WORK with DSP 2014 WEE K 1–4 02/01 – 24/01 THEME / TOPIC CHAPTER 1 GOOD TIMES TOGETHER THEME: PEOPLE 5 –6 27/01 – 07/02 CHAPTER 2 JOBS PEOPLE DO THEME: PEOPLE 7–9 10/02 – 28/02 CHAPTER 3 CHANGING SCENES THEME: PEOPLE ENVIRONM ENT LEARNING OUTCOMES ACTIVITIES DSP EVIDENCE Language For Interpersonal Use a. take part in discussions b. respond to spoken text Language For Informational Use a. identifying main ideas b. reading materials in print Language For Aesthetic Use a. reciting poem 1. Talk about one’s family. 2. Talk about how the students spend their holidays. 3. Listen to descriptions of places. 4. Write a description – family and friends. 5. Scanning for specific ideas. 6. Look for required information in a text. 7. Following sequence of ideas. 8. Reciting a poem B1 DL1 E1 Able to identify initial and final consonants, long and short vowels and diphthongs B1 DB1 E1 Able to scan a text for details to complete a given task B1 DT1 E1 Able to write a message or an e-mail Language For Interpersonal Use a. take part in discussions b. conduct interview Language For Informational Use a. identify main idea b. dialogue Language For Aesthetic Use a. Read a poem 1. Talk about jobs people do. 2. Describe occupations. 3. Conduct an interview to gather information on occupation. 4. Identify main idea-locate information about jobs. 5. Read a dialogue about a job. 6. Read about the people, places and events in a story. B1 DT2 E1 Able to complete an application form Language For Interpersonal Use a. take part in discussions b. questions & answer drills Language For Informational Use a. identify specific information b. process information c. composing short text Language For Aesthetic Use a. read important events in stories b. explaining the message 1. Talk about the students’ town or village. 2. Ask questions politely to get information. 3. Listen to a description of homes and complete a table. 4. Read opinions and supporting points. 5. Read and locate information. 6. Discussion about the message in the story. B2 DB1 E1 Able to acquire a range of vocabulary by identifying: • words of the same meaning (synonyms) • words opposite in meaning (antonyms) • one word for a group of words (hypernyms) 2 B6 DL1 E1 Able to draw similarities/differences between one’s life and that of the character’s EDUCATIONAL EMPHASIS Thinking Skills Multiple Intelligences Values Preparation for the Real World VOCABULARY: - words to describe people and things - words related to descriptions of holidays Thinking Skills Multiple Intelligences Values Preparation for the Real World VOCABULARY: -words related to certain jobs - words related to objects used in certain jobs Thinking Skills Multiple Intelligences VOCABULARY: Words related to towns and villages (environment). Words related to sights, sounds, movement and feelings. GRAMMAR Contractions SOUND SYSTEM Consonants /l/ and /r/ ‘WH’ words to ask questions Positive and negative statements sentences Consonants /v/ and /w/ Collective nouns Adjectives of Comparison: Comparative s Superlatives Consonant /s/ /z/
- 3. WEE K 10 – 12 03/03 – 21/03 THEME / TOPIC CHAPTER 4 CITY EXTRA THEME: ENVIRONM ENT PEOPLE LEARNING OUTCOMES ACTIVITIES Language For Interpersonal Use a. take part in discussions Language For Informational Use a. identify specific information b. reading texts c. present information for different audiences. Language For Aesthetic Use a. identify sequence of events 1. Talking about life in the city. 2. Read and locate information in a text. 3. Identifying points in a text headlines 4. Read a passage to identify problems and solutions. 5. Write opinions on problems related to crowded cities. 6. Read newspaper and magazine articles. 7. Draw tables, charts to present information. 13 14 – 15 31/03 – 11/04 DSP EVIDENCE B4 DT1 E1 Able to write a report using the correct format and appropriate grammar on any one of the following: table pie chart bar graph line graph EDUCATIONAL EMPHASIS Thinking Skills Multiple Intelligences VOCABULARY: Words related to city life and environment. Words related to problems in the city. GRAMMAR Simple Present Tense – to show truth/fact SOUND SYSTEM Vowels /e/ /ae/ /Λ/ /a:/ Conjunctions “and”. “but”. “so”, “because” MID TERM HOLIDAYS (22/03/14 – 30/03/14) CHAPTER 5 THE VALUE OF FRIENDSHI P THEME: PEOPLE AND SOCIAL ISSUES Language For Interpersonal Use a. carrying out social interaction. Language For Informational Use a. scanning for specific information. b. Linking the main ideas. c. Expanding notes and outlines. Language For Aesthetic Use a. recite poem 1. Talk about feelings. 2. Listen to a radio announcement and complete a message. 3. Reading for main ideas in a letter. 4. Write down main idea and supporting details found in paragraphs. 5. Recite poem on friendship. 6. Retell stories in own words. 3 B3 DL1 E1 Able to compliment someone and respond appropriately to the compliment B3 DL2 E1 Able to identify main ideas and supporting details Thinking Skills Multiple Intelligences VOCABULARY: Words in stories. Words related to qualities in a person. Adverbs “where”, “when” Simple Past Tense Vowel /u/ /u:/ /i/ /i:/
- 4. WEE K 16 – 18 14/04 – 02/05 19 05/05 – 09/05 THEME / TOPIC CHAPTER 6 DAY IN DAY OUT THEME: PEOPLE AND SOCIAL ISSUES LEARNING OUTCOMES Language For Interpersonal Use a. carrying out social interaction Language For Informational Use a. listening to a spoken text. b. discerning sequence of ideas. c. expanding notes Language For Aesthetic Use a. read a poem ACTIVITIES DSP EVIDENCE 1. Talk about daily routine. 2. Asks questions politely to get information. 3. Listening to poem and fill in the blanks. 3. Write sentences about daily routine. 4. Write article for school magazine. 5. Read and understand the gist of a poem. B2 DL1 E1 Able to ask questions to get information and respond appropriately to questions on any one of the following: • pastimes • routines • ambitions • hopes B5 DT1 E1 Able to write on an event/incident: using past tense using linkers in paragraphs in about 150 words REVISION 20–22 PEPERIKSAAN PPT (12/05/14 – 26/05/14) 23 -24 MID YEAR HOLIDAYS (28/05/14 – 15/06/14) 4 EDUCATIONAL EMPHASIS Thinking Skills Multiple Intelligences VOCABULARY: Words related to daily routine. Words related to devices used for measuring time. GRAMMAR Simple Present Tense – habitual actions Sequence connectors SOUND SYSTEM Vowels /α/ / ə:/ /з:/ /ə/
- 5. WEEK 25 - 26 16/06 – 27/06 THEME / TOPIC CHAPTER 7 PRECIOUS MOMENTS THEME: PEOPLE AND SOCIAL ISSUES LEARNING OUTCOMES Language For Interpersonal Use a. talking about personal experiences. Language For Informational Use a. reading for details. b. presenting information. c. reading materials in print. Language For Aesthetic Use a. characters in a story ACTIVITIES DSP EVIDENCE 1. Talk about how to spend time wisely and daily routines. 2. Create poster. 3. Write out school rules. 4. Read and locate information in a dialogue. 5. Write a ‘To Do’ list. 6. Identify main events in the correct sequence. 7. Write a simple narrative. 8. Describe characters in a story. B5 DL1 E1 Able to recount a public event B6 DB1 E1 Able to draw conclusions from a variety of texts: factual narrative descriptive EDUCATIONAL EMPHASIS Thinking Skills Multiple Intelligences VOCABULARY: Words related to using time wisely. GRAMMAR SOUND SYSTEM Modal verbs “can”, “cannot” Past Tense forms /d/ /t/ Articles B6 DT1 E1 Able to write a story based on the pictures given by including a moral value: in paragraphs in about 180 words 27 – 28 30/06 – 11/07 CHAPTER 8 A HEALTHIER YOU THEME: HEALTH AND PEOPLE 29 – 30 14/07 – 25/07 CHAPTER 9 HEALTH IS WEALTH THEME: HEALTH AND SOCIAL ISSUES Language For Interpersonal Use a. talking about health. b. identifying different points of view c. give direction Language For Informational Use a. reading materials in print. b. identifying specific information Language For Aesthetic Use a. predict outcomes Language For Interpersonal Use a. responding to environment Language For Informational Use a. reading materials in print. b. skimming for ideas. c. meaning of text. d. expanding outlines. Language For Aesthetic Use a. characters in a story b. conveying message 1. Talk about a healthy lifestyle and health routines. 2. Ask and answer questions politely. 3. Give directions based on a map. 4. Read and locate information given in a table. 5. Write a dialogue giving advice. 6. Make a poster. 7. Predict outcomes based on a situation given. B5 DB1 E1 Able to predict the ending of a story, supporting it by giving a reason/reasons 1. Talk about health / environmental issues & problems. 2. Listen to complains and identify problems. 3. Suggest solution to problems. 4. Read and locate information in a letter. 5. Identify causes and effects of problems. 6. Write a composition about a problem. 7. Talk about characters in a story. B4 DB1 E1 Able to identify cause and effect relationships in a linear text by extracting specific information to complete a graphic organiser 5 B4 DB1 E2 Able to relate the causes and effects from a nonlinear text to complete a given task Thinking Skills Multiple Intelligence VOCABULARY: Words related to a healthy lifestyle. Words related to health problems. Multiple Intelligence Thinking Skills VOCABULARY: Words related to health issues Prepositions of time Prepositions of direction Past Tense forms /ed/ /d/ /t/ Modal Verbs “must”, “mustn’t” Past Tense forms ed /id/ ied /aid/ Plural Nouns
- 6. WEEK 31 – 33 28/07 – 15/08 THEME / TOPIC CHAPTER 10 WISE CHOICES THEME: PEOPLE AND SOCIAL ISSUES 34 -35 18/08 – 29/08 CHAPTER 11 LOOKING AHEAD THEME: PEOPLE AND SOCIAL ISSUES LEARNING OUTCOMES ACTIVITIES DSP EVIDENCE Language For Interpersonal Use a. exchanging ideas and opinions. b. recount situation. Language For Informational Use a. scanning for specific information. b. identifying point of views. Language For Aesthetic Use a. predicting outcomes 1. Talk about advertisements, products and choosing gifts. 2. Talk about the advantage and disadvantage of advertisements. 3. Read and locate information from a text. 4. Write a dialogue. 5. Agree and disagree politely. 6. Make simple predictions as to what will happen next. B3 DL2 E2 Able to answer comprehension questions orally B4 DL1 E1 Able to discuss a particular topic by: • agreeing politely • disagreeing politely B4 DL2 E1 Able to discuss and come to a decision on any one of the following: a gift for someone a trip ( any other relevant topic of student’s choice) Language For Interpersonal Use a. exchanging opinions on topics of interest. b. discussing plans and arrangements. c. making decisions. Language For Informational Use a. extracting main ideas. b. identify specific information Language For Aesthetic Use a. characters in a story. 1. Talk about dreams, hopes and ambitions. 2. Discuss about qualities needed to achieve success. 3. Listen to a report and note important details. 4. Read a dialogue on dreams, hopes and ambitions. 5. Read and locate information in an interview. 6. Write a letter to a friend about hopes, plans and ambitions. 7. Talk about how characters in a story achieved their goals.. B2 DT1 E1 Able to write a letter on a topic of interest in about 120 words 6 EDUCATIONAL EMPHASIS Multiple Intelligence Thinking Skills GRAMMAR VOCABULARY: Words related to labels. Words related to shopping. Prepositions of Measure /z/ Thinking Skills Making interpretations Multiple Intelligence The Apostrophe Plural forms /iz/ /vz/ /aiz/ VOCABULARY: Words related to ambitions. ‘Some’ and ‘Any’ Future Time using ‘will’ SOUND SYSTEM Plural forms /s/
- 7. WEEK 36 - 37 01/09 – 12/09 THEME / TOPIC LEARNING OUTCOMES ACTIVITIES DSP EVIDENCE CHAPTER 12 WASTE NOT, WANT NOT Language For Interpersonal Use a. exchanging opinions on local issues. b. reading materials in print. c. responding to spoken text. Language For Informational Use a. listening to spoken text. b. scanning for specific information. c. construct sentences. Language For Aesthetic Use a. responding to text. b. giving opinions of the text. 1. Talk about reusing and disposing of waste. 2. Listen to description of a recycling process and answer questions. 3. Gather ideas on recycling. 4. Talk about disposing of waste that cannot be recycled. 5. Identify main ideas – on recycling. 6. Read point of view to identify supporting details and to understand comments on reusing and disposing of waste.. 7. Write a composition on recycling. 8. Read about how people of different backgrounds live together.. 9. Talk about living together in harmony.. B3 DB1 E1 Able to identify main ideas and supporting details by: • transferring information from a linear to a non-linear text/non-linear to a linear text • answering comprehension questions THEME: SCIENCE AND TECHNOLOG Y 38 39 - 40 22/09 – 03/10 CHAPTER 13 GARDEN TREASURES THEME: SCIENCE AND TECHNOLOG Y Language For Interpersonal Use a. exchanging opinions on local issues b. exchanging opinions. Language For Informational Use a. scan for specific information. b. expanding notes and outline. Language For Aesthetic Use a. qualities of characters in stories Thinking Skills Evaluating Making interpretations GRAMMAR SOUND SYSTEM Subjectverb agreement Diphtongs /aΰ/ /eΰ/ Imperatives Diphthongs /eə/ /ΰə/ VOCABULARY: Words related to recycling. B4 DL3 E1 Able to ask questions to obtain details about services offered and give appropriate responses upon receiving the information MID TERM HOLIDAYS (13/09/14 – 21/09/14) 1. Talk about flowers and gardening. B3 DT1 E1 2. Identify items in a picture. Able to write a description 3. Read and locate information in a on a poem. topic of interest: 4. Read a description of a hobby. • using adjectives/adverbs 5. Write a short composition about • in at least 3 paragraphs gardening as a hobby. 6. Talk about qualities of characters in stories. 7 EDUCATIONAL EMPHASIS Values and Citizenship Education VOCABULARY: Words related to gardens. ‘WH’ words – to ask questions
- 8. WEEK 41 – 42 06/10 – 17/10 43 – 44 20/10 – 31/10 THEME / TOPIC 14. Save Our Jungles (Science and Technology) CHAPTER 15 A PEEP INTO THE FUTURE THEME; SCIENCE AND TECHNOLOG Y LEARNING OUTCOMES ACTIVITIES Language For Interpersonal Use a. exchanging opinions on local issues b. exchanging opinions. Language For Informational Use a. scan for specific information. b. expanding notes and outline. Language For Aesthetic Use a. qualities of characters in stories 1. Talk about what happens when trees in the jungle are cut down 2. Talk about what can be done to save our jungles 3. Listen to texts on the Rafflesia and the pitcher plant and answer the questions 4. Read and locate information in an article on logging in catchment areas 5. Write a composition on “The Importance of National Parks” 6. Talk about the character’s experiences 1. Talk about life in the future – robots doing work. 2. Talk about life in the future – based on situations. 3. Read and locate information in a story. 4. Design a futuristic home and car. 5. Write responses to picture stimuli. 6. Write a story set in the future. 7. Identify the sequence of events and plot. 8. Discussion about what ones thinks about a novel. Language For Interpersonal Use a. exchanging ideas and opinions. b. exchanging opinions. Language For Informational Use a. scanning for specific information. b. identifying point of views. c. expanding notes and outline. Language For Aesthetic Use a. predicting outcomes DSP EVIDENCE 45 – 46 47 1721/11 PEPERIKSAAN AKHIR TAHUN (03/11/14 – 14/11/14) 48 YEAR END HOLIDAYS (22/11/14 – 04/01/15) POST MORTEM / REFLECTION 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. 8 EDUCATIONAL EMPHASIS - Thinking Skills - Learning How to Learn Skills - ICT Skills - Values and Citizenship Education Words related to Rafflesia Words related to catchment areas Words related to trees Thinking Skills Making associations Comparing and contrasting VOCABULARY: Words related to the future. GRAMMAR SOUND SYSTEM The future timegoing to Simple and compound sentences Modal Verbs “may” “might” Adverbs of Manner Stress in two and three syllable words
- 9. FORM TWO ENGLISH – SCHEME OF WORK 2014 LITERATURE COMPONENT GENRE POEM TITLE I WONDER BY JEANNIE KIRBY SHORT STORY DRAMA HEIR CONDITIONING BY M SHANmughalingam ONE IS ONE AND ALL ALONE BY NICHOLAS FISK RUMPELSTILTSKIN 1 period per week Source: SURAT PEKELLING IKHTISAS BIL.7/2009 PERTUKARAN TEKS KOMPONEN SASTERA (KOMSAS) DALAM MATA PELAJARAN BAHASA MALAYSIA DAN BAHASA INGGERIS DI SEKOLAH MENENGAH (TINGKATAN 1 HINGGA TINGKATAN 5) MULAI TAHUNJ 2010 REFERENCE: KP(BPSH-SPDK)201/005/01/(26) 25 NOVEMBER 2009 WEEK GENRE LEARNING OUTCOMES L 1 L 2 L 3 POEM: Language For Aesthetic Use a. understanding and telling in one’s own words the story and poem heard 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. √ √ √ I WONDER HEIR CONDITIONING SHORT STORY: ONE IS ONE AND ALL ALONE DRAMA: RUMPELSTILTSKIN 9 ACTIVITIES 1. Reciting a poem with feeling and expression and with correct pronunciation, intonation, stress and rhythm. 2. Read a story 3. Talking about values found in the text. 4. Talking about the theme and writing a simple paragraph about the theme of the story. 5. Talking about the message the writer is putting across and writing a simple paragraph on it. 6. Telling how events, characters and values in the text are similar to one’s life. 7. Giving the sequence of events. 8. Talking about the place and time the story 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. EDUCATIONAL EMPHASIS Thinking Skills: Make decisions Solve problems Values: Compassion Courage Self discipline Cooperation
- 10. FORM TWO ENGLISH – SCHEME OF WORK 2014 LITERATURE COMPONENT GENRE POEM TITLE I WONDER BY JEANNIE KIRBY SHORT STORY DRAMA HEIR CONDITIONING BY M SHANmughalingam ONE IS ONE AND ALL ALONE BY NICHOLAS FISK RUMPELSTILTSKIN 1 period per week Source: SURAT PEKELLING IKHTISAS BIL.7/2009 PERTUKARAN TEKS KOMPONEN SASTERA (KOMSAS) DALAM MATA PELAJARAN BAHASA MALAYSIA DAN BAHASA INGGERIS DI SEKOLAH MENENGAH (TINGKATAN 1 HINGGA TINGKATAN 5) MULAI TAHUNJ 2010 REFERENCE: KP(BPSH-SPDK)201/005/01/(26) 25 NOVEMBER 2009 WEEK GENRE LEARNING OUTCOMES L 1 L 2 L 3 POEM: Language For Aesthetic Use a. understanding and telling in one’s own words the story and poem heard 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. √ √ √ I WONDER HEIR CONDITIONING SHORT STORY: ONE IS ONE AND ALL ALONE DRAMA: RUMPELSTILTSKIN 9 ACTIVITIES 1. Reciting a poem with feeling and expression and with correct pronunciation, intonation, stress and rhythm. 2. Read a story 3. Talking about values found in the text. 4. Talking about the theme and writing a simple paragraph about the theme of the story. 5. Talking about the message the writer is putting across and writing a simple paragraph on it. 6. Telling how events, characters and values in the text are similar to one’s life. 7. Giving the sequence of events. 8. Talking about the place and time the story 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. EDUCATIONAL EMPHASIS Thinking Skills: Make decisions Solve problems Values: Compassion Courage Self discipline Cooperation