English Language Scheme Of Work Secondary Form 1
KURIKULUM STANDARD SEKOLAH MENENGAHEnglish LanguageScheme of WorkSecondary Form 1
Secondary Form 1Scheme of WorkSecondary Form 1 Scheme of Work
ContentsContent Overviewp.31. Content and organisation of the Scheme of Workp.52. Scheme of Work Template: supporting informationp.83. Glossary of terms in the Form 1 Curriculum Frameworkp.104. Differentiation strategies for secondary pupilsp.145. Scheme of Work: Lessons 1 – 112p.206. Appendicesp.132A. Textbook-Based Lessons: extension activitiesp.133B. Non-Textbook-Based Lessons: suggested activitiesp.158Secondary Form 1 Scheme of Work
Secondary Form 1 Scheme of WorkContent OverviewThe purpose of this document is to provide teachers with support and information with regards toplanning, creating and delivering their lessons throughout the year. Teachers will need to refer to thisdocument when planning and delivering both the textbook-based lessons and their own non-textbookbased lessons.Contained within this Scheme of Work document, teachers will find the following information:1. Content and organisation of the Scheme of WorkThis section provides teachers with an introduction to the Scheme of Work and an explanation of howthe textbook-based lessons and the non-textbook-based lessons are organised within the Scheme ofWork.2. Scheme of Work Template: supporting InformationThis section provides teachers with an explanation of the various details contained within the Scheme ofWork template. This section also gives teachers advice on completing the Scheme of Work template fortheir own non-textbook-based lessons.3. Glossary of terms in the Form 1 Curriculum FrameworkTeachers will be required to create their own lesson plans and materials for the non-textbook-basedlessons. Teachers will therefore need to refer to the Content and Learning Standards contained withinthe Scheme of Work. These Content and Learning Standards come from the DSKP and the CurriculumFramework Document.This section provides teachers with supporting explanations for some of these Content and LearningStandards.4. Differentiation strategies for secondary pupilsThis section provides teachers with a number of suggested differentiation strategies which teachers maywish to use within their classes.5. Scheme of Work (Lessons 1 – 112)This section provides teachers with details for the textbook-based and non-textbook-based lessons.3Secondary Form 1 Scheme of Work
6. AppendicesThe appendices contain additional support materials which the teachers will find useful. These materialsconsist of the following:a. Textbook-Based Lessons: extension activitiesHere teachers will find a list of suggested activities which can be used to supplement/extend thelearning materials found within the Form 1 textbook. There are a number of activities for each unitof the textbook. In addition, the relevant Learning Standard is indicated along with the specificunit and page number of the textbook that each activity supports.b. Non-Textbook-Based Lessons: suggested activitiesFor those lessons where teachers will need to create their own lesson plans/learning materials,there are listed a number of suggested activities for each of the Form 1 Learning Standardsfound within the Curriculum Framework.4Secondary Form 1 Scheme of Work
1. Content and organisation of the Scheme of WorkWhat is the Secondary Form 1 Scheme of Work and how can it help teachers?The Secondary Form 1 Scheme of Work gives teachers an overview of the Content and LearningStandards to be covered within each lesson. The Scheme of Work will provide teachers with assistancein their daily, weekly and longer-term planning of lessons.What does the Scheme of Work consist of?The Form 1 Scheme of Work consists of a total of 112 lessons with each lesson lasting a total of 60minutes. If lessons are organised into 30-minute lessons, teachers will need to plan and adapt theirlessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 112.The Scheme of Work consists of the following three types of lesson:1. Textbook-Based Lessons: The materials for these lessons will come from the selected Form 1textbook. This textbook is Pulse 2 and Form 1 will cover the content from Unit 1 to Unit 5 of thistextbook.2. Non-Textbook-Based Lessons: For this type of lesson, teachers will be responsible fordeveloping the lesson content and creating the necessary learning materials.3. Sample Lessons: At the beginning of the Scheme of Work teachers will find full lesson plans forLessons 1 – 6. The purpose of these sample lessons is to give teachers some initial assistanceas they start to work through the lessons within the Scheme of Work.5Secondary Form 1 Scheme of Work
How are the Scheme of Work lessons organised?As indicated above, apart from the initial Sample Lessons (Lessons 1 - 5), all the lessons from Lesson 6to Lesson 112 will be either a textbook-based lesson or a non-textbook-based lesson.1. Textbook-Based LessonsEach unit of Pulse 2 will provide teachers with materials sufficient for 11 lessons. This 11-lessoncycle will consist of the following:LessonLesson Skill/FocusTime1 LessonSpeaking60 minutes2 LessonsReading120 minutes1 LessonLanguage Awareness 160 minutes1 LessonListening60 minutes1 LessonEnrichment Activity60 minutes1 LessonLanguage Awareness 260 minutes2 LessonsAction-Oriented Task120 minutes1 LessonWriting60 minutes1 LessonLiterature in Action60 minutesTeachers are requested to note the following: The Reading and Action-Oriented Task lessons will cover a total of two lessons (i.e. 120minutes) due to the amount of material available for these lesson types in the Pulse 2textbook.Language Awareness Lessons will focus on a specific grammatical structure or function (e.g.learn and revise will and won’t to make future predictions).Enrichment Activities are based on a reading text with a particular aspect of life in a differentEnglish-speaking country highlighted.Action-Oriented Tasks are integrated-skills-based lessons where all four skills are practisedand developed.Literature in Action: There are no specific materials in the textbook to support this lessontype. Therefore, teachers are encouraged to incorporate materials from the LiteratureComponent textbooks provided by the Ministry of Education. At the same time, teachers arealso encouraged to create their own lessons based on the themes and topics contained in therelevant textbook unit or by using other possible resources.It is strongly recommended that teachers follow the above structure in the order that it is presentedwithin the textbook as each section of a unit will follow logically and/or developmentally from theprevious section. For example, the Language Awareness grammar structures are often taken fromthe previous reading text. Therefore the structures are presented to pupils within an alreadyencountered context.The Form 1 Scheme of Work covers Units 1 – 5 from the textbook and therefore 55 out of the 112lessons will be textbook-based lessons.6Secondary Form 1 Scheme of Work
2. Non-Textbook-Based LessonsThese lessons will be developed by teachers either individually or by teachers working together topool their expertise and experience via the Professional Learning Communities (PLC) within theirschools.The non-textbook-based lessons consist of a 6-lesson cycle and are organised as follows:LessonLesson Skill/FocusTime1 LessonListening60 minutes1 LessonSpeaking60 minutes1 LessonReading60 minutes1 LessonWriting60 minutes1 LessonLiterature in Action60 minutes1 LessonLanguage Awareness60 minutesUnlike the textbook-based lessons, teachers can teach the above lessons in any order they wish. Forexample, the teacher may decide to teach the Language Awareness lesson immediately after aListening lesson and before a Writing lesson. The reason for this could be that the selected listeningtext contains specific examples of language structures that could then form the basis of theLanguage Awareness lesson. These structures could then be practised within the following Writinglesson. It is hoped that by not prescribing a specific order of non-textbook-based lessons, teacherswill have as much flexibility as possible for those lessons they will be creating themselves.It is important to note, however, that teachers are required to complete the full 6-lesson cycle beforemoving on to the next textbook-based or non-textbook-based lesson cycle.As teachers will observe below, the Scheme of Work is organised in that one textbook-based cycle(i.e. 11 lessons) is followed by two cycles of non-textbook-based lessons (i.e. 2 cycles of 6 lessons 12 lessons). This is to ensure that the textbook-based lessons are evenly distributed throughout theyear.Teachers should note that the final three lessons in the Form 1 Scheme of Work (Lessons 110 –112) provide teachers with the opportunity to create a series of project-based lessons. There can bea different project focus for each lesson or one project over a series of two to three lessons.Teachers will also have the opportunity to select appropriate Content and Learning Standards forthese project-based lessons based on the specific needs and interests of their pupils.3. Sample LessonsTeachers will see that the lessons within the Scheme of Work begin with 6 sample lessons. Thesecover the first cycle of Speaking, Listening, Reading, Writing, Literature in Action and LanguageAwareness lessons. These are suggested lessons and teachers may wish to adapt the content ofthese lessons to ensure they are relevant for their own pupils.7Secondary Form 1 Scheme of Work
2. Scheme of Work Template: Supporting Information1. LessonEach lesson within the Scheme of Work is given a number followed by the lesson type (e.g. Lesson 1Speaking, Lesson 2 Writing etc.). Where lessons cover two lessons in total (i.e. in the textbook-basedReading and Action-Oriented Task lessons) these are indicated by Lessons x – x (e.g. Lessons 7 – 8).2. Main Skill(s) FocusEach lesson will have one main skills focus with the exception of the Action-Oriented lessons which willhave a focus on all four skills (listening, speaking, reading and writing).3. ThemeThe four given themes are: People and CultureHealth and EnvironmentScience and TechnologyConsumerism and Financial AwarenessEach cycle of textbook-based lessons and non-textbook-based lessons has been assigned a specifictheme. This is to ensure that all of the above themes are adequately covered throughout the course ofForm 1.4. TopicTeachers will be responsible for selecting the specific topic areas for the non-textbook-based lessons.Teachers will need to ensure that the selected topic fits the given theme.5. Language/Grammar FocusThis will be related to either a grammatical structure/function (e.g. Present Simple and PresentContinuous) or an area of vocabulary (e.g. words related to free-time activities). Teachers are advised torefer to the syllabus for suggested grammar content for the non-textbook-based lessons.6. Content and Learning StandardsThe given Content and Learning Standards are taken from the DSKP and Curriculum FrameworkDocument.7. Main Skill and Complementary Skill(s)Each lesson within the Scheme of Work will consist of one main skill and one complementary skill,though there are some lessons which contain two complementary skills. In order to ensure that pupilsreceive adequate exposure and practice to every Learning Standard within the Curriculum Framework, itis necessary to ensure that each Learning Standard appears at least 2 – 3 times within the Scheme ofWork. Sometimes this Learning Standard will appear as a main skill and sometimes as a complementaryskill. Therefore it is critical that teachers ensure that both the main skill and the complementary skill arecovered in each lesson. The complementary skill is not an optional skill that can be ignored or droppedfrom the lesson. Doing this may risk pupils not receiving adequate practice and exposure to all the givenLearning Standards within the Curriculum Framework. When teachers are planning their lessons they8Secondary Form 1 Scheme of Work
must therefore ensure that both the main skill and complementary skill are each assigned a suitablelearning outcome.Teachers should also be aware that the main skill and complementary skill should not be given equaltime and attention within the lesson. Teachers will need to ensure that the complementary skill iscovered, but the degree of attention the complementary skill receives in comparison to the main skill, willbe up to the teacher’s own professional judgement as they will know better the specific learning needs oftheir pupils.8. Learning Outlinea. Textbook-Based Lessons: Teachers will need to refer to the Teacher’s Book which providesdetailed information for teachers. This includes not only giving teachers guidance regardinglesson procedures for the main lesson content (Lesson Delivery), but also support with the givenlesson warmers/starters (Pre-Lesson), and end of lesson activities (Post Lesson).b. Non-Textbook-Based Lessons: As teachers will be responsible for creating their ownlessons, this section of the Scheme of Work has been left blank for teachers to completethemselves. However, teachers will need to refer to the given Content and Learning Standardwhen planning their lesson.9. Materials / ReferencesPage numbers from the Teacher’s Book have been given for the textbook-based lessons.For the non-textbook-based lessons, this section has been left blank for teachers to complete.10. Cross Curricular ElementTeachers will need to refer to the Cross Curricular Elements to complete this section of the Scheme ofWork for the non-textbook-based lessons. Suggested Cross Curricular Elements have been provided forthe textbook-based lessons.11. Differentiation StrategiesTeachers have been provided with a number of suggested differentiation strategies (see Section 4Differentiation strategies for secondary pupils). Teachers will need to select those strategies which aresuitable in relation to the materials used and the specific needs of their pupils.12. Teachers’ Notes / RemarksThis is has been left blank for teachers to complete as appropriate.9Secondary Form 1 Scheme of Work
3. Glossary of terms in the Form 1 Curriculum FrameworkEach lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of some ofthe terms used.Term in Form 1 Curriculum FrameworkMeaningListeningListening 1.1.1Understand with little or no support the mainideas in simple longer texts on a range offamiliar topicslittle or no supportLittle support means that pupils may sometimes need a small amount of help to understand mainideas. No support means that they can understand main ideas without any help.If pupils need help, this can come from the teacher, from classmates, from pictures, examples orexplanations in their textbook, or from a reference resource, such as a dictionary.See also: Listening 1.1.2 Listening 1.1.3 Listening 1.1.6 Reading 3.1.1 Reading 3.1.2simple longer textsSimple texts are texts in which content is organised clearly, and which contain language and ideaswhich pupils can understand. Longer texts are usually more than 10 lines long.Teachers should use their own judgment on simple longer texts, based on the level and interest of thepupils they teach.a range of familiar topicsA range of familiar topics means a variety of topics which pupils know. Examples include topicscovered in primary school such as clothes, free time and animals, and in the Pulse 2 textbook, such astourist attractions, art and professions.However, pupils in rural or remote areas and pupils who live in cities may be familiar with differenttopics. Teachers should use their own judgment here.10Secondary Form 1 Scheme of Work
Listening 1.1.4Understand longer sequences of supportedclassroom instructionslonger sequences of supported classroom instructionsSupported classroom instructions are ones which the teacher helps pupils to understand. Examples ofsupport for instructions include using gestures, pictures or checking comprehension by asking pupilsquestions.Longer sequences of classroom instructions usually contain 3 sequences or more, e.g. First, match thesentences and pictures, then underline the false sentence, explain to your partner why it is wrong, andthen write the true sentence together.Teachers should use their own judgment on longer sequences of supported classroom instructions,based on the language level and background knowledge of the pupils they teach.Listening 1.1.5Understand more complex supportedquestionsmore complex supported questionsA more complex question is a question which contains more than one clause, e.g. Where did they goon holiday and why did they enjoy it?Supported questions are ones which the teacher helps pupils to understand. Typically teachers canprovide this help by checking understanding, explaining the question or writing key question words onthe board.Listening 1.1.6Understand with support longer simplenarratives on a wide range of familiar topicswith supportwith support means with help. This help can come from the teacher, a classmate, from pictures,examples or explanations in their textbook or from a reference resource, such as a dictionary.longer simple narrativesLonger simple narratives are stories which are usually longer than 10 lines. The simple narrativescontain language and ideas which pupils can understand.Teachers should use their own judgment on longer simple narratives, based on the level and interest ofthe pupils they teach.a wide range of familiar topicsA wide range of familiar topics means almost all of the topics which pupils know. Examples include thetopics which pupils have studied in English in primary school, such as clothes, free time, and animals,and in the Pulse 2 textbook, such as tourist attractions, art and professions.However, pupils in rural or remote areas and pupils who live in cities may be familiar with differenttopics. Teachers should use their own judgment here.11Secondary Form 1 Scheme of Work
SpeakingSpeaking 2.1.4Explain and give reasons for simple advicegive reasons for simple advicePupils who can give reasons for simple advice can explain why they have given the advice, e.g. Youshould go to George Town if you like history, because the buildings are old and interesting.Content standard 2.3 FocusManage interaction appropriatelyappropriatelyAppropriately refers to the successful communication of a message. The message itself may notnecessarily be 100% accurate, but the pupil has communicated his or her meaning successfully.See also Speaking 2.3 Speaking 2.4 Reading 3.2 focus Writing 4.2 focusSpeaking 2.3.1Keep interaction going in short exchanges bychecking understanding of what a speaker issayingshort exchangesShort exchanges are usually interactions in which each pupil has 4 speaking turns or fewer. Here is anexample short exchange, in which pupil 2 keeps interaction going by checking understanding of whatpupil 1 says:Pupil 1: Langkawi is my favourite place.Pupil 2: Why?Pupil 1: I like beaches, jungle, flowers. Not many people.Pupil 2: So, you like nature and quiet places?Pupil 1: YesTeachers should use their own judgment on short exchanges, based on how simple the speaking taskis for their pupils and on how familiar the speaking topic is to them.12Secondary Form 1 Scheme of Work
Speaking 2.3.2Agree on a set of basic steps needed tocomplete extended classroom tasksbasic stepsBasic steps are the main steps needed to complete a task successfully.extended classroom tasksAn extended classroom task is one which involves a number of stages, and which usually takes longerthan 10 minutes to complete. Examples include pupils making a group poster, pupils carrying out aclass survey and reporting the results, and pupils planning and giving a short presentation to theirclassmates.WritingWriting 4.2.2Spell most high frequency
their own non-textbook-based lessons. 3. Glossary of terms in the Form 1 Curriculum Framework Teachers will be required to create their own lesson plans and materials for the non-textbook-based lessons. Teachers will therefore need to refer to the Content and Learning Standards contained within the Scheme of Work.
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