SMK BATU 8, JALAN PUCHONG

ENGLISH LANGUAGE – FORM 4

SCHEME OF WORK 2017

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

TOPIC 1 2 3 EMPHASIS SYSTEM
1–2 CHAPTER Language For Interpersonal Use 1. Group discussion. Thinking Skills: Subject-verb Vowel /e/
1 a. take part in discussions √ 2. Answer wh-questions Remembering Agreement
b. introducing oneself √ 3. Talking about oneself (experiences, etc.) Understanding Intonation
The c. keep a daily journal √ 4. Writing down significant happenings from Applying
Portrait of d. write an informal letter √ time to time.
a Young Language For Informational Use 5. Scanning for specific ideas. Multiple
Person a. identifying main ideas 6. Look for required information in a text. Intelligences
b. reading materials in print √ √ 7. Following sequence of ideas.
Language For Aesthetic Use √ 8. Reciting a poem
LIVING PHOTOGRAPH 9. Composing a poem.
a. reciting a poem
b. composing simple poems √ √

3–4 CHAPTER Language For Interpersonal Use 1. Talk about experiences such as helping to Thinking Skills: Modals: Vowel /I/
2 a. talk about oneself √ look after grandparent, etc. Analysing need to, should /I:/
b. give instructions and advice √ 2. Responding to questions politely by giving Evaluating
Friends, Language For Informational Use required information. Creating Articles
Country- a. read a web page 3. Skimming and scanning for specific ideas.
men b. identify main idea 4. Summarize: identify main idea. Multiple
c. interpreting non-linear text √ 5. Jot down key words and phrases. Intelligences
Language For Aesthetic Use √ 6. Describing characters and setting
LIVING PHOTOGRAPH √ 7. Explanation of plot and sequence of events
a. structural element
b. conveying message √ √

5–6 CHAPTER Language For Interpersonal Use 1. Persuading someone to do something in Thinking Skills: Present Perfect Consonant
3 a. carrying out a variety of language √ simple language. Remembering Tense /w/ . /v/
functions. 2. Silent reading & reading aloud of current Understanding
Wildlife Language For Informational Use interest. Applying Punctuation:
Warriors a. obtain information √ 3. Drawing conclusions Capital letters,
b. process information √ 4. Understand context clues. commas,
c. composing short text √ 5. True / False statements Multiple question marks,
Language For Aesthetic Use 6. Writing a short article on the environment. Intelligences quotation
LEAVING NO FOOTPRINT 7. Talking about the message of the poem. marks
a. elements in a short story
b. explaining the message

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WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
7–9 CHAPTER Language For Interpersonal Use 1. Talking about one’s ambition / dreams. Thinking Skills: Adverbs of Consonant
4 10. talking about oneself and 2. Summarize main points in a table. Analysing Degree /k/
dreams √ 3. Identifying points in a text. Evaluating
Dare to Language For Informational Use 4. Understand contextual clues. Creating Interrogative
Dream a. convert information into a table. 5. Writing an interview of an outstanding pronouns
b. reading an interview √ achievement. ICT Skills:
c. present information for different √ √ √ 6. Describing the place and time the story Internet for
audiences. took place. research
Language For Aesthetic Use 7. Narrating sequence of events
LEAVING NO FOOTPRINT
a. elements in a short story
b. structural element

10 - 11 FIRST EXAMINATION
FIRST SEMESTER BREAK (18.03.2017 – 26.03.2017)
12 -13 CHAPTER Language For Interpersonal Use 1. Express concern and offer help. Thinking Skills: Past Perfect Consonant
5 a. carrying out language function. √ 2. Arranging conversation in the right order. Remembering Tense /r/
b. respond to questions politely. √ 3. Reading for main ideas. Understanding
Special Language For Informational Use 4. Summarizing the main idea from a web Applying Verb Forms
People a. scanning for specific information. diagram.
b. linking the main ideas. 5. Write a fact sheet on a common illness. Punctuation:
c. expanding notes and outlines. √ 6. Describe characters and write a description Multiple colon
Language For Aesthetic Use √ of a character. Intelligences:
CHANGING THEIR SKIES √ 7. Write the theme of the story. Linguistic-
a. elements in short story √ verbal/bodily-
b. structural element √ kinesthetic

14 – 15 CHAPTER Language For Interpersonal Use 1. Make enquiries about a product. Thinking Skills: Sentence Diphthong
6 a. obtain goods and services √ 2. Identify the correct statements. Analysing connectors /əυ/
Language For Informational Use 3. Read and identify the sequence of ideas in Evaluating
Wired a. listening to a radio talk. an informal talk. Creating Sequence Stress in
Youth b. discerning sequence of ideas. √ √ √ 3. Writing an informal talk. connectors four syllable
c. expanding notes 4. Drawing conclusions from an informal talk. Preparation for the words
d. drawing conclusion √ 5. Search occupations that are relevant in the real world: Nouns
e. presenting information in non-linear √ field of science and technology Occupations in the functioning as
forms. 6. Identify imagery in the poem. field of science and adjectives
Language For Aesthetic Use 7. Understand the messages in the poem. technology
CHANGING THEIR SKIES
a. elements in short story
b. structural element √

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WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
16 CHAPTER 7 Language For Interpersonal Use 1. Discuss about personal experiences Thinking Skills: Adjectives of Vowel
a. talking about personal √ (helping people, etc.) in pairs/groups. Remembering quality for /^/
Random Acts experiences. 2. Note important details. Understanding describing a
of Kindness Language For Informational Use 3. Convert information into a graph. Applying character
a. listening to spoken text. 4. Identifying supporting details.
b. presenting information. √ 5. Find evidence to support statements. Negative
c. reading materials in print. 6. Identify main events in the correct Prefixes
d. extracting main ideas. √ √ sequence.
e. write recounts. √ 7. Write a simple narrative. Punctuation:
Language For Aesthetic Use √ 8. Describe characters and setting. semi colon
Revision: Poems and short stories 9. Identifying the plot.
a. structural elements √ √ 10. Identifying the message and values in Infinitives as
b. conveying message √ √ the short story. objects of
verbs

17 - 18 CHAPTER 8 Language For Interpersonal Use 1. Express concern and sympathy. Thinking Skills: Infinitive as Consonant
a. carrying out language function. √ 2. Exchange ideas on how society can Analysing complements clusters
Active Ageing b. identifying different points of view. √ √ help the elderly. Evaluating of the verb ‘to /bl/, /br/
Language For Informational Use 3. Design a card / write a letter to Creating be’
a. listening to spoken text. √ √ express concern and to comfort. Contraction
b. reading materials in print. √ 4. Listen to a telephone conversation Multiple Concrete and s
Language For Aesthetic Use and note important details. Intelligence: abstract nouns I’d, I’m
CHARGE OF THE LIGHT BRIGADE 5. Read a poem and seek correct Linguistic-
a. structural element √ √ answers to multiple choice questions. verbal/bodily- Present
b. conveying message 6. Identifying the theme. kinesthetic Continuous
Tense
19 – 20 MID TERM EXAMINATION
MID SEMESTER BREAK (27.05.2017 – 11.06.2017)
21 - 22 CHAPTER 9 Language For Interpersonal Use √ √ 1. Respond to questions politely by giving Using the Adjectives Consonant
a. responding to complains. the required information. bibliography functioning as /ek/, /z/
Helping Language For Informational Use 2. Give feedback about a service. nouns
Hands a. reading materials in print. √ 3. Read extracts from letters of complain Values and
b. skimming for ideas. √ and skim for gist. Citizenship Gerunds as
c. meaning of text. 4. Understand context clues. Education: compliments
d. expanding outlines. √ √ 5. Writing a formal letter of complain. Courageous acts of the verb ‘to
Language For Aesthetic Use √ √ 6. Revision on poems and short stories. be’
CHARGE OF THE LIGHT BRIGADE
a. structural element √ √ Punctuation:
b. conveying message √ √ exclamation
mark

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WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
23 - 24 CHAPTER 10 Language For Interpersonal Use 1. Offer advice. Thinking skills Prepositions of Diphthongs
a. exchanging ideas and opinions. √ 2. Exchange ideas on topics of interest. Remembering direction /aI/, /õI/
Water, Water b. solving problems and making √ 3. Make recommendations and suggest Understanding
Everywhere decision. ways to solve a problem. Applying Preposition of
Language For Informational Use 4. Read a brochure – scan for details. purpose
a. scanning for specific information. 5. Identifying supporting details.
b. identifying point of views. √ √ √ 6. Use headings to understand main
c. writing description. √ √ points. Multiple
Language For Aesthetic Use 7. Write a brochure for water campaign. Intelligence: visual-
DRAMA: FIVE SHORT PLAYS 8. Identify theme and message of poem. spatial
a. elements in DRAMA 9. Identify setting and cultural background.
b. structural element 10. Identify the poetry devices – ICT Skills:
personification, metaphor, etc. Search for
information

25 - 26 CHAPTER 11 Language For Interpersonal Use 1. Talk about one’s preferences. Thinking Skills: Prepositions of Consonant
a. exchanging opinions on topics of √ 2. Discuss plans and arrangements – Analysing time clusters
The interest. writing a report about an event. Evaluating /fl/, /sl/
Competitive b. discussing plans and √ √ 3. Listen to a report and note important Creating Preposition of
Edge arrangements. details. place or Homograph
c. making decisions. 4. Read a report and identify main ideas Multiple position s
Language For Informational Use √ and supporting ideas; interpret non- Intelligence:
a. listening to spoken text. linear text such as tables and graphs; musical, logical- Adjectives of
b. extracting main ideas. √ understand contextual clues. mathematical comparison –
c. interpreting non-linear text. √ √ √ 5. Retell a story in one’s word. regular forms
Language For Aesthetic Use √ √ 6. Narrating sequence of events.
Revision: Poems and short stories √ √ 7. Identify characters, themes. Punctuation:
a. structural elements √ √ 8. Identify theme, setting and cultural hypen
b. conveying message background.
9.Identify the values embedded in the short
story.

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WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
27 - 28 CHAPTER 12 Language For Interpersonal Use 11. Respond to questions politely by giving Thinking Skills: Connectors: Consonant
a. carrying out language function. √ the Remembering conjunction, clusters
For The b. reading materials in print. √ required information. Understanding logical /kl/, /kr/
Common c. responding to questions orally. √ 2. Read topics of current interest. Applying connectors
Good Language For Informational Use √ 3. Exchange opinions.
a. listening to spoken text. √ 4. Listen to panel discussion and note important Making Simple
b. scanning for specific details. interpretations compound
information. √ √ 5. Identify main ideas – jot down key words and and complex
c. identifying different points of √ phrases. sentence
view. √ √ √ 6. Read point of view to identify supporting
d. drawing conclusions. details and to understand context clues.
e. summarizing information. 7. Draw conclusions – identify cause and effect.
Language For Aesthetic Use 8. Summarize – identify points of view.
DRAMA: FIVE SHORT PLAYS 9. Recite the poem.
a. elements in DRAMA 10. Write a paragraph stating one’s opinion of
b. structural element the poem.
12. Identify theme, setting and cultural
background.

29 – 30 CHAPTER 13 Language For Interpersonal Use 1. Persuade someone to do something. Thinking skills: Possessive Consonant
a. carrying out language function. √ 2. Keep a journal – a trip. Analysing adjectives and clusters
Earth Matters b. talking about oneself. √ 3. Exchange opinions about the clearing of a Evaluating possessive ps/s/,
c. exchanging opinions. √ forest for development. Creating pronouns gn/n/
d. solving problems √ 4. Suggest ways to solve environmental
Language For Informational Use √ problems. Demonstrative
a. reading materials in print. √ 5. Read a journal and scan for details. pronouns
b. scan for specific information. √ 6. Identify context clues and supporting details. Values and
c. summarizing information. √ 7. Summarize: identify relevant information. Citizenship Punctuation:
d. predicting outcomes. √ 8. Make inferences: meaning of words and Education: brackets
e. expanding notes and outline. phrases. Collective
Language For Aesthetic Use √ √ 9. Write a journal entry about a place based on responsibility, Dictation
DRAMA: FIVE SHORT PLAYS articles, books, magazine and brochures. Involvement in
a. elements in DRAMA 10. Talk about values in the poem. world organization.
b. structural element 11. Write a paragraph whether the values in the
poem are meaningful to one’s life.
12. Identify theme in the poem.

31 MONTHLY TEST

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WEEK THEME / LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL GRAMMAR SOUND
TOPIC 1 2 3 EMPHASIS SYSTEM
32 CHAPTER 14 Language For Interpersonal Use 1. Write a short dialogue: complaining about poor Thinking Skills: Prepositions Consonant
a. Talking about one's √ service making inferences of association clusters
A Rainbow feelings and preferences 2. Answer Wh-questions /zm/, /sp/
Nation b. Exchanging ideas/ √ 3. Match words with meaning Multiple Phrasal verbs
information/opinions on 4. Identify main ideas and supporting details Intelligences:
topics of current interest 5. Complete a flow chart verbal-linguistic / Idiomatic
c. Making and responding 6. Write a summary bodily-kinaesthetic expressions
to a complaint about a √ 7. Write an article
service 8. Arrange events in sequence Dictionary and
Language For Informational Use 9. Describe characters thesaurus
a. Reading a regular column in a 10. Identify theme and moral values skills: phrasal
newspaper √ 11. Complete a word web verbs
b. Scanning for details √ 12. Identify idioms and their meaning
c. Identifying main points and √ 13. Form phrasal verbs
supporting details √ 14. Complete a text
d. Making inferences √ 15. Construct sentences
e. Understanding context clues √
f. Summarising and paraphrasing √
main ideas and supporting
details
g. Drawing conclusions √
h. Write an article √
Language For Aesthetic Use
DRAMA: FIVE SHORT PLAYS
a. elements in DRAMA
b. structural element

33 - 34 CHAPTER 15 Language For Interpersonal Use 1. Write a message to persuade youths to Thinking Skills: Adjective and Consonant
a. solving problems and making √ support world peace. Remembering preposition clusters
A Culture of decisions. 2. Discuss about events and activities that could Understanding combination /lm/, /m/
Peace b. exchange ideas and opinions. √ √ promote intercultural understanding and Applying Adverbs of
Language For Informational Use harmony. time
a. reading materials in print. √ 3. Read an article and give opinions. Adverbs of
b. identifying point of views. √ 4. To predict the future based on a text frequency
c. predict outcomes. pertaining to UNESCO. Punctuation:
d. summarizing information. √ √ 5. Summarize: ensuring readability. underline for
Language For Aesthetic Use 6. Identify cultural background. emphasis
DRAMA: FIVE SHORT PLAYS 7. Identify the sequence of events and plot.
a. elements in DRAMA
b. structural element

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35 - 36 CHAPTER 16 Language For Interpersonal Use 1. Talking about one’s future. Thinking Skills: Passive Dipthong
a. talking about one’s interest. √ 2. Discuss about Earth’s future. Analysing construction /eI/
Future Gazing b. exchange ideas and opinions. √ √ 3. Discussing ways to solve problems Evaluating using ‘has’
c. solving problems and making √ – cause and effect relationships. Creating and ‘had’
decisions. 4. Read descriptive accounts: follow sequence of
Language For Informational Use ideas. Adverbs of
a. discerning sequence of ideas. √ √ √ 5. Identify supporting details and understand Preparation For manner
b. extracting main ideas and contextual clues. The Real World:
details. √ √ 6. Summarize: ensure relevance. Vision 2020
c. summarizing information. 7. Stating evidence and reasons based on a text.
d. drawing conclusions. 8. Writing a descriptive account: world in the
e. present information. √ future.
Language For Aesthetic Use 9. Revision: 6 poems and 5 short stories.
Revision: Poems and short √ √ - theme, plot, characters
stories - setting, cultural background
a. structural elements √ - values, message
b. conveying message - poetic devices

37 - 39 FINAL EXAMINATION
40 - 43 POST-EXAM ACTIVITIES
YEAR END HOLIDAYS (25.11.2017 - 1.1.2018)

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 advanced skills to be achieved by students.

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 FORM FOUR ENGLISH – SCHEME OF WORK 2017
LITERATURE COMPONENT

GENRE TITLE
LIVING PHOTOGRAPH BY JACKIE KAY
POEM CHARGE OF THE LIGHT BRIGADE BY TENNYSON
LEAVING NO FOOTPRINT BY STORIES FROM ASIA RETOLD BY KAY WEST
SHORT STORY (TANJUNG RHU BY MINFONG HO)
CHANGING THEIR SKIES BY STORIES FROM AFRICA (LEAVING BY M.G.VASSANJI)

DRAMA FIVE SHORT PLAYS BY OXFORD UNIVERSITY PRESS (THE RIGHT THING TO DO)
*1 period per week

WEEK GENRE LEARNING OUTCOMES L L L ACTIVITIES EDUCATIONAL

1 2 3 EMPHASIS
POEM: Language For Aesthetic Use 1. Reciting a poem with feeling and expression Thinking Skills:
a. understanding and telling in one’s own √ √ √ and with correct pronunciation, intonation, Remembering
LIVING words the story and poem heard stress and rhythm. Understanding
PHOTOGRAPH and/or read, and giving one’s opinion 2. Read a story Applying
of the text; 3. Talking about values found in the text. Analysing
CHARGE OF b. recognizing elements in a story such as 4. Talking about the theme and writing a simple Evaluating
THE LIGHT characters and setting; paragraph about the theme of the story. Creating
BRIGADE c. explaining the message the writer is 5. Talking about the message the writer is
trying to convey and discussing how putting across and writing a simple paragraph
SHORT STORY: this relates to one’s life; on it.
d. understanding other people’s cultures, 6. Telling how events, characters and values in Values:
LEAVING NO traditions, customs and beliefs; the text are similar to one’s life. Compassion
FOOTPRINT e. reciting poems with feeling and 7. Giving the sequence of events. Courage
expression. 8. Talking about the place and time the story Self discipline
took place or the place the poem describes Cooperation
CHANGING and writing a simple paragraph on it.
THEIR SKIES 9. Talking about characters in a story and
writing a simple paragraph on one or two
DRAMA: characters.
FIVE SHORT
PLAYS