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SSWP SERI TITIWANGSAJALAN TEMERLOH
53200 KUALA LUMPUR
ENGLISH LANGUAGE SCHEME OF WORK
FORM 3
2011
English Scheme of Work Form 3, 2011
Date Duration Topics Literature ComponentsWeek 1(3 - 7 Jan 11)
1 week INTRODUCTION TO PMR EXAM FORMAT & PLBS ASSESSMENT
PEOPLEJobs people do
NOVEL INTRODUCTION“DR. JEKYLL & MR. HYDE”LITERARY ASPECTS
1. Plot 4. Themes2. Setting 5. Moral values3. Characters
Week 2(10 – 14 Jan 11)
1 week PEOPLEFamous personalities
Week 3(17 – 22 Jan 11)
1 week PEOPLEFamous sport personalities
CHAPTER 1 – ‘Night in the City’ CHAPTER 2 – ‘Blackmail House’Moral values – Kindness, Courageous, Helpful
Week 4(24 – 28 Jan 11)
1 week ENVIRONMENTNatural phenomena (The earth moved) - Earthquake
CHAPTER 3 – ‘Blackmail House’CHAPTER 4 - ‘Search for Mr. Hyde’Characters – Mr. Utterson & Mr. Richard Enfield
Week 5(31 Jan–4Feb 11)
1 week CHINESE NEW YEAR HOLIDAYS
Week 6(7 - 11 Feb 11)
1 week ENVIRONMENTNatural phenomena (The earth moved) - Drought
CHAPTER 5 – ‘Dr. JekyllThemes – ‘Friendship and Loyalty
Week 7(14 – 18 Feb 11)
1 weekINTERVENSI PMR
Week 8(21 – 25 Feb 11)
1 week INTERVENSI PMR
DISCUSSION OF THE EXAM PAPERWeek 9(28 Feb – 4 Mar 11)
1 week ENVIRONMENTNatural phenomena (Flood woes)
CHAPTER 6 – ‘The Carew Murder’Plot
Week 10(7 – 11 Mar 11)
1 week ENVIRONMENTNatural phenomena (Stormy weather)
CHAPTER 7 – ‘The letter’Moral values - Trustworthy
Week 11(21 – 25 Mar 11)
1 week ENVIRONMENTNatural phenomena (Flood)
CHAPTER 8 – ‘The terror of Dr. Lanyon’Plot
Week 12(28Mar - 1 Apr
1 week SOCIAL ISSUESTeenage woes
CHAPTER 9 – ‘The face at the Window’
11) Theme – Secret
Date Duration Topics Literature Components
Week 13(4 - 8 Apr 11)
1 week SOCIAL ISSUESPeer pressure, Bullying, Gangsterism
CHAPTER 10 – ‘The last night’Theme: Man vs. Nature
Week 14( 11 – 15 Apr 11)
1 week SEMINAR TEKNIK MENJAWAB 1
HEALTH Stress
CHAPTER 11: ‘The disappearance’Theme: Man vs. NatureValues: Be repentant
Week 15(18 – 22 Apr 11)
1 week HEALTHObesity
CHAPTER 12: ‘Dr. Lanyon’s Statement’Theme – Secret and Loyalty
Week 16(25 – 29 Apr 11)
1 week HEALTHPersonal Hygiene
CHAPTER 13: ‘Henry Jekyll’s Full Statement of the case’Values – Personal Integrity
Week 17(2 – 6 May 11)
1 week HEALTHHealthy Lifestyle
Week 18(9 – 13 May 11)
1 week MID YEAR EXAMINATION
Week 19(16 – 20 May 11)
1 week SCIENCE&TECHNOLOGYUnderwater world
REVISION“Phantom of the Opera”
Week 20(23 – 27 May 11)
1 week SCIENCE & TECHNOLOGYLife in the sea
Literary Elements1. Plot 4. Themes2. Setting 5. Moral values3. Characters
Week 21(13 –17 June 11)
1 week SCIENCE & TECHNOLOGYThe seas around us
Week 22(20 – 24 June 11)
1 week SCIENCE & TECHNOLOGYSea Harvest
Week 23(27 – 2 July 11)
1 week SCIENCE & TECHNOLOGYMarine Life
Week 24(4 – 8 July 11)
1 week SCIENCE & TECHNOLOGYSharks
Week 25(11 – 15 July 11)
1 week JULY MONTHLY TEST
Week 26(18 – 22 July 11)
1 week SEMINAR TEKNIK MENJAWAB
Date Duration TopicsWeek 27(25 – 29 July 11)
1 week REVISION OF TOPICSTHEME : HEALTH – Nutrition
THEME: SOCIAL ISSUES - VandalismWeek 28(1 – 5 Aug 11)
1 week REVISION OF TOPICSTHEME: HEALTH - Diet
Week 29(8 – 12 Aug 11)
1 week BENGKEL PMR
Week 30(15 – 19 Aug 11)
1 week PMR TRIAL EXAMINATION 2010
Week 31(22 – 26 Aug 11)
PMR TRIAL EXAMINATION 2010
DISCUSSION OF TRIAL PAPERWeek 32(5 –9 Sept 11)Week 33(12 – 16 Sept 11)
3 WEEKS
GERAK GEMPUR PMRPAPER 2: COMPOSITION &
LITERATURECOMPONENTS
PAPER 1: COMPREHENSION,GRAMMAR
Week 34(19 – 23 Sept 11)Week 35(26 – 1 Oct 11)
Week 36(3 – 7 Oct 11) 1 week
PMR EXAMINATION 2011
Week 37(10 – 14 Oct 11)
1 week PMR EXAMINATION 2011
Week 38 - 42(17 Oct –18 Nov 10) 5 weeks
POST – PMR ACTIVITIES
SSWP SERI TITIWANGSAKUALA LUMPUR
FORM 3 SCHEME OF WORK (ENGLISH LANGUAGE)
THEME/TOPIC LEARNING OUTCOMES SPECIFICATION ACTIVITIES EDUCATIONAL EMPHASIS
Week 1 (3 - 7 Jan 2011)
INTRODUCTION TO PMR EXAM FORMAT & PLBS ASSESSMENT
PEOPLE
Jobs People Do
1.0 LANGUANGE FOR INTERPERSONAL USE
1.1 Take part in social interaction by :
c. Exchanging ideas and giving opinions on topics interest.
d. Taking part in conversations and discussions
Level 11. Talking about common jobs that people do
Level 21. Talk and discuss the nature of jobs that people do
Level 31. Giving opinions on articles related to job descriptions.
1. Engaging in a conversation : Example : WH questions on i. What would you like to be? ii. Why do you like to be..?2. Discussing occupations Eg. Teacher, Principal, Scientist etc.
3. Writing about students` ambition and the reason for choosing the job.
CCTS, LHTL, Multiple Intelligences, Knowledge Acquisition, Future Studies
Grammar : - WH Questions- Simple Present Tense- Adjectives
Week 1(3 - 7 Jan 2011)
PEOPLE
Jobs People Do
2.0 LANGUANGE FOR INFORMATIONAL USE
2.1 Obtain information for different purposes by : b. Interviewing and using questionnaires
c. Reading materials in prints such as articles and using other electronic media such as the internet.
Level 11. Reading silently a variety of materials in print.
Level 21. Conduct an interview to gather information.
2. Identifying main ideas in text
Level 31. Write a guided essay to describe an occupation
1. Read silently and scan for information from the article.
2. Interview a principal/teacher/gardener etc.
3. Read an article describing and identifying the main ideas.
4. Mind mapping and writing a descriptive essay on any occupations.
CCTS, Learning How To Learn, Multiple Intelligences, Knowledge Acquisition, Future Studies
Grammar : - WH Questions- Simple Present Tense- Adjectives
Week 2(10 - 14 Jan 2011)
PEOPLE
Famous Personalities
Week 3(17 - 21 Jan 2011)
PEOPLE
Famous Sports Personalities
1.0 LANGUANGE FOR INTERPERSONAL USE
1.1 make friend an keep friendship about self, family, friends, interest, past event, feeling and understanding when others people talk about themselves.c. exchanging ideas and giving opinions on topics of interestd. taking part in conversation and discussions
1.0 LANGUANGE FOR INFORMATIONAL USE2.1 Obtain information for different purposes by : c. reading materials in prints such as articles and using others electronic media such as the internet
2.3 Expanding notes and activities
2.0 LANGUANGE FOR INFORMATIONAL USE
2.1 Obtain information for different purposes by :c. Reading materials in print such as articles and using other electronic media such as the internet
Level 11. Talking about one experiences in sports
Level 21. Participating in teachers guided class discussion on sports
Level 31. Writing a letter with guidance to a pen pal in Malaysia
Level 1 1. Listening to and understanding a variety of texts.2. Reading silently a variety of materials in prints
Level 21. Asking questions seeking clarification and responding to questionsappropriately
1. Talk about favourite sports and sport personalities
2. Listen to a text on sport and sports personalities
3. Complete a chart on sports personalities based on the listening text
4. Write a letter to a pen pal
1. Listen to a song “we are the champion”, complete the lyrics / learn to sing along.
2. Read an article on famous sports personalities
1. Talk about sports personalities at the international level.
CCTS, Learning How To Learn, Multiple Intelligences, Knowledge Acquisition, Future Studies
Grammar : - WH Questions- Simple Present Tense- Adjectives
CCTS, LHTL, Multiple Intelligences, Knowledge Acquisition, Future Studies
2.2 Process information by:b. extracting main ideas and details
Level 1, 2 & 31. Reading silently and aloud with understanding a variety of materials in print
2. Writing down key ideas of a text read.
2. Reading and listing down the achievement of the sports personality (international)
3. Answering WH-Questions and writing down the main points
Grammar : - WH Questions- Simple Present Tense- Adjectives
Week 4(24 -28 Jan 2011)
THEME: Environment
TOPICS:Earthquake
2.0 LANGUANGE FOR INFORMATIONAL USE
2.1 Obtain information for different purposes by :(a)listening to a spoken text such as talks, speeches and viewing television documentaries and multimedia
(b) interviewing and using questionnaires; and
(c) reading materials in print such as reports and using other electronic media such as the internet
2.2 process information by
Obtaining information by :
Level 1- listening to and
understanding a variety of text
- reading silently and aloud with understanding a variety of texts
Processing texts listened to by :
Level 1- telling what the text
is about- giving important
details- asking and answering
question
- listen to a talk given by a seismologist about the earthquake.
- Listen to a radio talk on steps to take during on earthquake
- Reads articles form newspaper and magazines on recent earthquake
- Draw a flow chart depicting the causes and effect of the earthquake
- Write a report based on your finding on the internet based on :
- The causes and the effect of the earthquake
- The areas where the earthquake occurs
LHTL, Multiple Intelligences, CCTS, Constructivism Contextualism, Future Studies, ICT.
(a) skimming an scanning for specific information and ideas
(b) extracting main ideas and details
(c) discerning sequences of ideas
(d) getting the explicit and implicit meaning of the text
Level 2- following sequences
of ideas- identifying important
ideas
(e) predicting outcomes
(f) drawing conclusions
(g) identifying different points of view
(h) using print and electronic dictionaries
(i) interpreting non-linear texts such as maps, tables, diagrams, charts, graphs; and
(j) making short notes and mapping out ideas
Level 3- writing down key ideas of text listened to
Contextualism MultipleIntelligenceLHTLStudy skillsContructivismThinking skills
WEEK 531 Jan – 4 Feb 2011 CHINESE NEW YEAR HOLIDAYS
Week 6 (7-11 Feb 2011)
THEME: ENVIRONMENT
TOPIC: NATURAL PHENOMENA
DROUGHT
1.0 LANGUANGE FOR INFORMATIONAL USE1.2 Take part in social interaction by
(a). carrying out the variety of language functions:
(b). participating in conversation and discussion.
(c). making plan and arrangements
Level 1
i. requesting assistance
ii. expressing expression
iii. expressing hope iv. expressing
support from others
Level 2vi. relaying phone message orally or in writingvii. writing note -requesting for assistance
Level 3vii. discussing plans to visit particular place
- comparing places - deciding on the
preference- reason for choice
x. writing letter requesting permission for visit
- gather information on drought throught the net- engage in the conversation or discussion by adding and clarifying information on drought.- write a letter to a friend in Africa asking info about drought in their country and offering help.- create a graphic organizer on the causes and effects of drought- read a texts or text on drought and summarize it in the form of a graphic organizer or a mind map.- discuss solution of this problem and relate to the class- listen or watch a documentary on drought and take notes-create a brochure to inform others about drought and how they could lend a helping hand.
Sound system: 1.0 consonants1.1 c/k/-clause, call1.2 d/d/-doll,Dive-
CCTS LHTLMultipleIntelligencesKnowledge Acquisition, Future Studies
Week 6(7 - 11 Feb 2011)
THEME: ENVIRONMENT
TOPIC: NATURAL PHENOMENA
FAMINE
(OPTIONAL)
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 Obtain information for different purposes by
a. listening to a spoken text such as talks, speeches and viewing television documentaries and multimedia
b. reading materials in print such as reports and using other electronic media such as the internet
Level 1
i. listening to and understanding a variety of text
ii. reading silently a variety of materials in print from the internet
- For weaker student identifying keywords and discuss before discussion
- Asking and answering question based on the different views expressed in a conversation
CCTS LHTLMultipleIntelligencesKnowledge Acquisition, Future Studies
GrammarAdjectives
WEEK 7 PMR INTERVENSI 1(14 – 18 FEB 2011
Week 8(21 - 25 Feb 2011)DISCUSSION OFPMR INTERVENSI PAPER
THEME: ENVIRONMENT
TOPIC: NATURAL PHENOMENA
FLOOD WOES
2.2 process information by
(a) skimming an scanning for specific information and ideas(b) extracting main ideas and details(c) discerning sequences of ideas(d) getting the explicit and implicit meaning of the text(e) predicting outcomes(f) drawing conclusions(g) identifying different points of view
Level 1i. telling what the text is aboutii. giving important detailsiii. asking and answering question Level 2i. following sequences of ideasii. identifying important ideasLevel 3i. writing down key ideas of text listened to
- Asking and answering question based on the different views expressed in a conversation
- Get student to arrange strips in sequence while listening to the text
CCTS LHTLMultipleIntelligencesKnowledge Acquisition, Future Studies
Week 9(28 Feb – 4Mac 2011)
THEME: ENVIRONMENT
TOPIC: LANDSLIDE
(OPTIONAL)
1.0 LANGUANGE FOR INTERPERSONAL USE1.1 Take part in social interaction by :c. Exchanging ideas and giving opinions by taking part in conversations and discussions d. participating in conversation and discussion
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 Present information to different audiences by:
a. writing articles and description
A. Processing texts by:
Level 1-scanning for details -following sequences of ideas in simple texts
Level 2- identifying main ideas in texts- Identifying supporting details or ideas in texts- acquiring the meaning words - identifying base words - using contextual clues
Level 3- identifying causes and effect in simple texts
-discussions held in classroom related on topic- natural disaster.- students view a documentary on natural disaster- students should be able to make shorts notes and mapping ideas.- students answer a set of questions related to the video show.- write a simple description of a landslide tragedy that they know.- student are required to write an articles on landslide.
LHTLIntelligencesKnowledge CCTS;Constructivism,Contextualism,Future StudiesICT
B. Processing texts read by:
Level 1i. scanning for detailsii. following sequences of ideas in simple texts
Level 2i. identifying main ideas in textsii. Identifying supporting details in texts.
- Asking and answering question based on the different views expressed in a conversation- Get student to arrange strips in sequence while listening to the text- Get students to look quickly for details such as time, place, number of people etc
Learning How To learn,MultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT
Level 3i. identifying causes and effect in simple textsii. making simple prediction by giving reason iii. drawing obvious conclusions in simple texts.iv. integrating information from notices, articles from magazines, advertisement, simple passage, simple diagrams, tables, simple reports charts and graphs.
Week 10(7 –11 Mac 2011)
THEME: ENVIRONMENT
TOPIC: NATURAL PHENOMENA
STORMY WEATHER
2.3 Present information to different audiences by :a. writing recounts, description, explanation, speeches, reports and articles.b. presenting info in non linear forms including tables, graphs, diagrams, charts and vise versac. expanding notes and outlinesd. composing, revising and editing draft and checking accuracy of spellinge. summarizing infod. using approximate format, conventions, grammar when presenting information.
.Presenting information by:
Level 1-narrating orally that events that took place-taking spelling and dictation of texts.- apply spelling rules for one word or two and silent
- interpreting information from a chart- get students to make notes or make a mind map- get students to collect newspaper articles related to the topic
Learning How To learn,MultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT
Level 2i. responding to questions and comments spontaneously orally.ii. expanding notes and outlines
Level 3i. Summarizing main ideas in simple textsii. Writing brief simple descriptions.iii. expanding notes and outlinesiv. Applying process writing skills
FIRST INTER SEMESTER HOLIDAYS ( 1 WEEK)
Week 11(21 – 25 Mar 2011)
ENVIRONMENT
NATURAL PHENOMENA
FLOODS
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 obtain information for different purpose by:
a. listening to a spoken texts such as talks, speeches and viewing television documentaries and multimedia
b. interviewing and using questionnaires and;
c. reading materials in print such as reports and using other electronic media such as the internet
Level 1, 2, & 3i. reading silently and aloud with understanding a variety of textsii. telling what the texts is aboutiii. giving important details iv. identifying important details v. scanning for details
-listen to a news reports-answer WH questions -tick true or false statement based on the report-reading a texts on flood-answering comprehension question-display info from texts using a graphic organizer
Learning How To learn,MultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT
2.2 process information by :(a) skimming and scanning for specific info and ideas(b) extracting main ideas and details(c) discerning sequences ideas and details(d) predicting outcomes(e) drawing conclusions(f) identifying different points of view(g) using print and electronic dictionaries
Level 3
i. identifying cause and effect in simple texts
ii. drawing conclusion
iii. writing brief simple description
-in group of four discuss why flood occurs-how to help victims-how to organize donation drive -presentation of discuss-a dialogue or a forum session on effect of flood on the environment
LHTLMultipleIntelligences;CCTS;ML
Week 12 & 13(28 – 8 Apr 2011)
SOCIAL ISSUES
TEENAGE WOESBULLYINGGANGSTERISM
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 obtain information for different purpose by:
a. listening to a spoken texts such as talks, speeches b. interviewing and using questionnaires c. reading materials in print such as reports and using other electronic media such as the internet
2.2 process information by
a. predicting outcomesb. drawing conclusion
Level 1i. talking about one’s experience
Level 2i. participating in teacher guided class discussion on topics of interest by:-agreeing to another and saying so-disagreeing politely with another one’s opinion-defending one’s point of view- asking questions seeking clarification and responding to question appropriately
1.distribute questionnaire on peer pressure to students2. complete questionnaire3. discuss findings in groups.4. teacher tabulates findings on the board5. present findings on the class6. Group work:Student list out what constitute bullying7. Class discussion : Share experiences with each other- what they heard from their friends on their own experience
LHTLMultipleIntelligences;CCTS;ML
2.3 Present information to difference audience by: a. writing recounts, descriptions, explanations, reports and articlesb. instructing, describing, narrating, explaining and reporting orallyc. expanding notes and outlines
Level 3i. writing out a simple guided letter requesting a particular service
1. Listen to a talk show, take down notes2. write a guided-letter to the ``Agony Aunt`` column describing problem faced and asking for advice
Week 14 (11- 15 Apr 2011)
THEME HEALTH
TOPIC STRESS
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 obtain information for different purpose by:
a. listening to a spoken texts such as talks, speeches and viewing television documentaries and multimedia
b. reading materials in print such as reports and articles and using other electronic media such as the internet.
Level 1, 2, 3i. Listen to and understand a variety of textsii. read silently and aloud with understanding a variety of texts
Processing texts listened to by,
Level 1 & 2i. Telling what the texts is about ii. asking and answering questioniii. identifying important ideas Level 3i. writing down key ideas of a listened to processing texts read by,
-look for newspaper articles on the topic. (NIE)-do cause & effect and prediction activities-Listen to dialogue between a parent and a child about `how to cope with exam stress`- read a text on suicide due to stress.
Learning How To learn,MultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT
2.2 process information by:
a. predicting outcomesb. drawing conclusion
Level 1
i. follow sequence of ideas in simple texts ii. acquiring a range of vocabulary by,-stating words of the same meaning-stating words opposite in meaning
Level 2i. identifying main ideas in texts ii. identifying supporting details or ideas in texts
Level 3i. identifying cause and effect in simple texts
-state the problem altered related to stress in Aunt Agony’s column- suggest solutions to be the different problems expressed in the Aunt Agony’s column-write the main points of a solution given by Aunt Agony-arrange different parts of a text according to its chronological order- students match the meanings with the words in the texts
-E.g. what happens when one break down?How would your body react to stress?
-E.g. Students share in groups about their worries and anxieties such as exams and family
Week 15(18 – 22 Apr 2011)
THEME HEALTH
TOPICOBESITY
2.0 LANGUANGE FOR INFORMATIONAL USE
2.1 obtain information for different purpose by: a. listening to a spoken texts such as talks, speeches and viewing television documentaries and multimediab. reading materials in print such as reports and articles and using other electronic media such as the internet
2.2 process information by:a. skimming and scanning for specific info and ideas
2.3 Present information to different audiences by:a. writing recounts, descriptions, explanations, speeches, reports and articles.b. responding to questions orally in writing
Presenting information by:
Level 2i. Expanding notes and outlinesii. responding to questions and comments spontaneously orally
Level 3i. writing brief simple descriptions
Students respond to questions based on the picture of the food pyramid.
Group brainstorm lunch menus based on past lunches and favourite meals at home.
Brainstorming on important words pertaining to diet.DietCalorieNutrients
Student are introduced to the USDA food guide pyramid and use it as a guide to plan their meals far a day.
Week 16(25 – 29 Apr 2011)
TOPICPERSONALHYGIENE
Week 17(2 – 6 May 2011)
HEALTH
Healthy lifestyle
1.2 Take part in social interaction by: a. carrying out a variety of languageb. participating in conversation and discussionc. making plans and arrangements
2.1 Obtain information for different purpose by:a. reading material in prints such as reports and articles and using electronic media such as the internet
2.2. Process information by:a. extracting main ideas and details
Level 1i. requesting assistanceii. expressing appreciation and gratitudeiii. expressing hopeiv. expressing support for others
Level 2v. Taking down phone massages for friends and family members.vi. relaying phone massages orally in writing to people concerned
Level 1,2,3ii. reading silently and aloud with understanding a variety of texts B. Processing texts read by
Level 1i. scanning for detailsii. using the dictionary to find the meaning of unfamiliar words.
Level 2i. identifying main ideas in texts
- Elicitation of students opinions on self-image- role play on self grooming
E.g. role play on phone calls discussing on skincare products-comparing brochures on skincare product
- read texts on skincare products in the market- scan for details in the passage by answering WH-questions- look for meaning of unfamiliar words in context- in groups of four, do mind mapping activity
Learning How To learn,MultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT
WEEK 18 MID YEAR EXAMINATION9 – 13 May 2011
Week 19(16 –20 May 201)
DISCUSSION OF MID YEAR EXAMINATION PAPER
SCIENCE & TECHNOLOGY
TOPICLife underwater
Week 20(23 – 27 May 2011)
1.0 LANGUAGE FOR INTERPERSONAL USE1.1 Make friend and keep friendship by:
a. exchanging ideas and giving opinion on topics of interestb. taking part in conversation and discussions.
Level 1i. talking about one experiencesii. listening to and discriminating between long and short vowels, diphthongs, consonant cluster, homophones, homographs, past tense and stress in compound words
Level 2i. Participating in teacher-guided class discussion topics of interest by- agreeing to another and saying so-disagreeing politely with another and giving ones opinions- defending ones point of view
Watching an extract from memo – the movie
Brainstorming
Group work / discussion
Work Drills
Problem solving activities – situation
Language games
CCTS;Constructivism,MultipleIntelligences
MID YEAR HOLIDAYS ( 2 WEEKS)
Week 21(13 – 17June 2011)
TOPICLife in the sea
2.0 LANGUANGE FOR INFORMATIONAL USE
2.1 Obtain information for different purpose by:a. reading materials in prints such as reports and articles and using electronic media such as the internet
2.2 Process information by:
Level 3i. writing a longer letter to a pen pal overseas with little or no guidance on topics of interest
B. Processing text read by
Level 1i. Scanning for details
Letter writing
Answering comprehension questions
Information transfer
LHTLMultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
a. skimming and scanning for specific
2.3 Present information to different audiences by : a. writing recounts, description, explanations, reports and article.
ii. Following sequences of ideas in simple textsiii. using dictionary to find the meaning on unfamiliar words
Level 2i. identifying supporting details or ideas in texts
Level 3 i. Making simple prediction and giving reasons
Week 22(20 – 24 June 2011)
THEME Science and Technology
TOPICThe seas around us
2.0 LANGUANGE FOR INFORMATIONAL USE
2.1 obtains information for different purposes by reading material in print
2.2 Process information by using print dictionaries
B. Processing texts read by:
Level 1i. Using dictionary to find the meaning of unfamiliar words
Level 2i. identifying main ideas in textsii. identifying supporting details or in texts
Level 3i. identifying cause and effect in simple textsii. making simple predictions giving reasons.
Get the student to search for unfamiliar word in dictionary
For weaker students in each paragraph, get them to underline the key words paragraph by paragraph
Teach student to identifying which are topic sentences and which are supporting ideasi.e. if whaling continues, what happens to the whale?i.e. if the whaling stops, what happens to the fishermen?
LHTLMultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
Week 22
(20- 24 June 2011)
THEME Science and Technology
TOPICSea harvest
1.0 LANGUANGE FOR INTERPERSONAL USE
1.2 Take part in social interaction by: b. participating in conversation and discussion
2.0 LANGUANGE FOR INFORMATION USE
2.1obtain information for different purpose by:a. Listening to spoken texts such as documentaries (Astro-discovery channel)b. Reading material prints such as reports and articles and using other electronic media such as internet
2.2 process information by
a. skimming and scanning for specific information and ideasb. extracting main ideas and details c. getting explicit and implicit meaning of the textsd. predicting outcomee. making short notes and mapping out ideas
Level 2 & 3i. responding to question and comment spontaneously orallyii. expanding notes and outlinesiii. writing brief simple recipesiv. applying process writing skills
Level 1,2 & 3 i. discussing ways to prepare and preserve food
Level 2 &3 i. identifying cause and effect simple textsii. making simple predictions giving reasons.
Level 2 & 3i) Responding to question and comment spontaneously orallyii) expanding notes and outlinesiii) writing brief simple recipesiv) applying process writing skills
-Name sound and smell at the sea side-listening to talks on facts about seas and oceans-labeling-oceans on the world map-Quiz on talk-Pronunciation- tongue twister
Reading a simple report related to the theme
State about problem of sea pollution
Ask and answer question based on the different views (WH-questions)
Identifying main ideas and supporting details by underlining key words or sentences
Look for details in relation to time, place etc
Look out for meaning in dictionary
Underline key words and sentence in text
Identifying topic sentences
Learning How To learn,MultipleIntelligences,Contextualism,
2.3 present information to difference audiences by
a. writing recounts, description, explanations, reports and article.b. responding to questions orally in writingc. presenting information in non-linear forms including table graph, diagrams, charts and vice versa.
Week 23(27 June –2 July 2011)
THEME Science and Technology
TOPICSMarine life
1.0 LANGUANGE FOR INTERPERSONAL USE1.1 make friend and keep friendship by:
a. exchanging ideas and giving opinions on topic of interest; b. taking part in conversations
Level 1, 2 and 3i. asking questions politely to get informationii. responding appropriately to question by giving details.iii. asking question seeking clarification and responding to question appropriately
Processing texts listened to by: Level 1 i. giving important details Level 2i. Identifying important ideas
Level 3i. writing down keys ideas of a texts listened to.
-talk about picnic, snorkeling or scuba-diving-equipments related to activity.-use appropriate sentence pattern- engaging in a conversation or discussion by adding clarifying information-e.g. WH questions or Do.. does.. is… are-introduce brochure of holidays place by the sea-collect information from the brochures like places of interest, sea sports, and highlights.
LHTLMultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
Week 24(4 –8 July 2011)
THEME Science and Technology
TOPICSSharks
2.2 process information by:
a. extracting ideas and detailsb. identifying different points of viewc. making short notes and mapping out ideas.
Processing texts by :
Level 1i. scanning for details ii. using dictionary to findmeaning of unfamiliar words
Level 2i. identifying main ideas in textsii. identifying supporting details or ideas in textsiii. acquiring the meaning of words by using contextual clues
Level 3i. identifying cause and effect in textsii. making simple prediction giving reasons
-State examples problem about extinction of sea animal-sharks-Extract information from the interview on extinction
-Write a short interview / paragraph on extinction of sharks based on the interview
LHTLMultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
2.3 present information different audiences by:
a. writing recounts, description, explanations, reports and articleb. reading aloud written materials such as reports clearly and fluentlyc. using appropriate format, convention and grammar when presenting information
Level 1i. talking about one`s experience ii. responding appropriately to questions by stating, refuting and giving details.
Level 2i. asking questions clarification and responding to questions appropriately
ii. writing a short letter with guidance to pen-pal in Malaysia on topics of interest.
Level 3i. Writing a longer letter to a pen-pal overseas with little or no guidance on topics of interest
-discussion-giving opinions on the destruction of coral reefs, protection of endanger aquatic species-group work-complete chart/graphic organizers-write a letter of complaint regarding illegal dumping of toxic waste into the sea
Grammar adjectivei) adjective in terms of color, size and shape.
Past tense dipped, burped, bought, fought, blank, rank
WEEK 25 JULY MONTHLY TEST11 – 15 July 2011
WEEK 26 PMR TRIAL EXAMINATION18 -22 July 2011
Week 27(25 – 29 July 2011)
Revision of themes
TopicVandalism
1.0 LANGUANGE FOR INTERPERSONAL USE1.2 Take part in social interaction by
a. Participating in conversations and discussions
2.1 obtain information for different purpose by
a. reading materials in prints such as reports and articles and using electronic media such as the internet
Level 1, 2 and 3i. Responding appropriately to statements by stating, refuting and giving details
1. Listing public amenities and facilities provided in your neighbourhood.2. Creating notices for public amenities to avoid vandalism.3. Answering comprehension questions.4. Asking and answering questions based on different views.5. Completing a mind map of vandalism using wh-questions.6. Writing a letter of complaint to the newspaper about a vandalized park.7. Writing an essay on how to put a stop to vandalism based on pictures.8. Role play
Learning How To learn,MultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
THEMESocial Issues
TOPICVandalism
2.2 Process information by
a. skimming and scanning for specific information and ideas.b. extracting ideas and details.c. predicting outcomed. interpreting non-linear text such as mind maps, diagrams, tables and graphs.
Level 1, 2 and 3i. Listening to and understanding variety of texts.ii. Asking and answering questions.
Level 1 and 2i. Expanding notes and outline.
Level 3i. Writing an article.
1. Relating experience such as shopping at KLCC and Mid Valley Mall.2. Using WH questions to obtain answers regarding students` visit to shopping complexes.3. For example discussing social issues of problems faced by teenagers (loitering)
1. Role playing a conversation between a student and a school counselor.
2. Deciding which place to visit:- The National Library- The Petroscience Centre- The Planetarium
Contextualism,MultipleIntelligences;Learning How To learn,Constructivism,Thinking skills
Week 27 (25 – 29 July 2011)
Revision of themes
THEMEPEOPLE
TOPIC
National leaders
1.0 LANGUANGE FOR INTERPERSONAL USE
1.1 Make friends and keep friendship by: a) introducing oneself
b)talking about self, friends, past events, feelings and understanding when talk about themselves.
c) exchanging ideas and giving opinions on topics of interests.
d) taking part in conversations and discussions
Level 1 i) Talking about one`s experiences.
ii) Asking questions politely to get information.
iii) responding appropriately to questions by stating, refuting and giving details. Level 2 i) asking questions and making statements with correct intonation and word stress to show emphasis and sentence rhythm
ii) asking question seeking clarification and responding to questions appropriately.
- student match leader picture with their portfolio
- student are given a graphic organizer. Student fill in the graphic organizer while viewing and listening to a documentary of an interview with a national leader.
- student are divided into pairs and conduct an interview based on the information found in given que cards.
- a few pairs role-play their interview and teachers and student make comment
CCTS, ConstructivismMultiple Intelligence
Week 28 (1 –5 Aug 2011)
Revision of themes
THEMEPEOPLE
Prominent personalities
1.0 LANGUANGE FOR INTERPERSONAL USE1.2 take part in social interaction by:
a) carrying out a variety of language functions
b) participating in conversations and discussions
Level 2
i) identifying main ideas in textsii) identifying supporting details or ideas in texts
Level 3
i) Drawing obvious conclusions in simple texts
- student create thank you cards to the national leaders they had interviewed.
- Students are given a sample of a formal letter, in which teacher highlighted the conventions.
- Students are asked to write a letter requesting permission for a visit to a famous entertainer’s home for an interview.
LHTLIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
Revision of themes
THEMEPEOPLE
Prominent Personalities
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 Obtain information for different purpose:
a) listen to spoken text such as talks, speeches and viewing television documentaries and multimedia.
b) interviewing and using questionnaire
c) read material in print such as reports and articles and using other electronic media such as internet.
Obtaining information by:
Level 1, 2 & 3i) reading silently and aloud with understanding a variety texts
A. processing texts listened to by;
Level 1i) telling what the text is aboutii) giving important detailsiii) asking and answering questions.
- student read silently description of a prominent leader and completes a profile of the prominent leader in a non-linear form.
-students surf the internet for information about their favorite entertainers, which they later present to the class.
- students refer to dictionaries for meaning of word/word choice (Prominent Personalities)
- students answer true or false questions on information presented (Prominent Personalities)
Contextualism,Thinking SkillsConstructivist
2.2 process information by:a) skimming and scanning for specific information and ideas.
b) extracting ideas and details.
c) discerning sequence of ideas
d) getting the explicit meaning of the text.
e) using print and electronic dictionaries d) interpreting non-linear text such as mind maps, diagrams, tables and graph
Level 2
i) Following sequence of ideasii) identifying important ideas
Level 3
i) Writing down keys ideas of a text listened to.
B. Processing text read by:
Level 1
i) scanning for detailsii) following sequences of ideas in simple textsiii) using the dictionary to find the meaning of unfamiliar words.iv) acquiring a range of vocabulary by :
-stating words of the same meaning-stating words opposite in meaning
- student read silently description of a prominent leader and completes a profile of the prominent leader in a non-linear form.
-students surf the internet for information about their favorite entertainers, which they later present to the class.
- students refer to dictionaries for meaning of word/word choice (Prominent Personalities)
- students answer true or false questions on information presented (Prominent Personalities)
Contextualism,Thinking SkillsConstructivist
Week 28 (1 –5 Aug 2011)
Revision of themes
THEMEPEOPLE
National Leader
And
Prominent personalities
2.3 present information to different audiences by:
a. writing recounts, description, explanations, reports and articles
b. expanding notes and outlines
c. composing, revising and editing drafts and checking accuracy of spelling and grammar.
d. using appropriate format, conventions and grammar when presenting information
Level 1 i) expressing appreciation and gratitude
Level 2 i) writing notes - thanking notes
Level 3i) writing a letter requesting permission for visit
Presenting information by:
Level 3 i) writing simple reportsii)expanding notes and outlines
-After completing the graphic organizer, students discussed the answer with the teacher and later, write a simple article/ reports of a selected leader for the school magazine.
- students are given a sample of formal letter in which teachers highlighted the conventions
LHTLMultipleIntelligences;CCTS;Constructivism,Contextualism,Future StudiesICT, ML
Revision of themes
THEMEPEOPLE
THEME HEALTH
TOPIC :FOOD
SUB TOPIC NUTRITION
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 Obtain information for different purpose
a) read material in print such as reports and articles and using other electronic media such as internet
2.2 processing information by: a) skimming and scanning for specific information and ideas.b) extracting ideas and details.c) using print and electronic dictionariesd) interpreting non-linear text such as mind maps, diagrams, tables and graphe) making short notes and mapping out ideas
Level 1Expressing appreciation an gratitude
Level 1, 2, 3Reading and understanding a variety of texts Using dictionary
Level 1i) Telling what the texts is aboutii) giving important detailsiii) acquiring a range of vocabulary
1. Reading articles on food pyramida) Vitaminsb) mineralc) fatsd) carbohydratee) proteinf) fiber and water
2. Retrieve information from the internet regarding food pyramid
3. Students discuss their finding in groups
4. Student produce graphic organizer
Contextualism,MultipleIntelligences;LHTLStudy skillsConstructivism,Thinking skills
2.3 Present information to different audiences by:a) instructing, describing, narrating, explaining and reporting orally.b) responding to question orally and in writingc) presenting information in non linear forms including tables, graphs, diagrams and chart.d) expanding notes and outlines
Level 2i) following sequences of ideas
Level 3i) writing down keys ideas of a textsii) making simple predictionsiii) drawing obvious conclusions in simple texts
Week 28(2 – 6 Aug 2010)
Revision of themes
THEME HEALTH
TOPIC :FOOD
SUB TOPIC : DIET
2.0 LANGUANGE FOR INFORMATIONAL USE2.1 Obtain information for different purpose
a) read material in print such as reports and articles and using other electronic media such as internet
2.2 processing information by: a) skimming and scanning for specific information and ideas.b) extracting ideas and details.c) getting the explicit and implicit meaning of the textsd) predicting outcomes using print and electronic dictionariese) making short notes and mapping out ideas
2.3 Present information to different audiences by:
a. writing description and explanations
b. instructing, describing, narrating, explaining and reporting orally.
c. responding to question orally and in writing
d. composing, revising and editing drafts and checking accuracy of spelling, punctuation and grammar.
e. using appropriate format convention and grammar when presenting information.
Level 2
i. identifying main ideas in texts
ii. identifying supporting details or ideas in texts.
WEEK 298 – 12 Aug 2011 BENGKEL PMR
Week 30(16 – 20 Aug 2010)
DISCUSSION OF TRIAL EXAM
THEME HEALTH
TOPIC :FOOD
SUB TOPIC : Preparation and preservation
1.0 LANGUANGE FOR INTERPERSONAL USE1.2 take part in social interaction by:
a) participating in conversations and discussions
2.0 LANGUANGE FOR INFORMATIONAL USE2.2 Process information by:
a) writing explanations and recipesb) making short notes and mapping out ideas
2.3 present information to different audiences by:
a) presenting information in non linear forms such as pictures, extract, from magazines or recipes and etc
b) using appropriate format when presenting information
Level 1, 2 and 3 i. reading silently and aloud with understanding a variety of texts
A. Processing texts listened by
Level 1, 2 and 3i) Telling what the texts is about ii) giving important detailsiii) asking and answering questionsiv) identifying important ideas
1. Oral discussion in groups on:- food preparation - fresh vs stale- raw vs cooked food- storage- preservation2. student come out with their own graphic organizer3. student write recipes4. information transfer – comparison of food item5. write an essay on the process of preparations preservations of foods
Contextualism,MultipleIntelligences;LHTLStudy skillsConstructivism,Thinking skills
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