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ENGLISH LANGUAGE – FORM 4
SCHEME OF WORK 2018

WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK

TOPIC EMPHASIS SYSTEM

1–3 CHAPTER 1 Language For Interpersonal Use 1. Group discussion. Thinking Skills: Subject-verb Vowel /e/
2/1 – 19/1 a. take part in discussions 2. Answer wh-questions identifying causes Agreement
PORTRAIT OF b. introducing oneself 3. Talking about oneself (experiences, etc.) Intonation
A YOUNG c. keep a daily journal 4. Writing down significant happenings form Multiple Intelligences
PERSON d. write an informal letter time to time.
Language For Informational Use 5. Scanning for specific ideas.
People a. identifying main ideas 6. Look for required information in a text.
Social Issues b. reading materials in print 7. Following sequence of ideas.
Language For Aesthetic Use 8. Reciting a poem
a. reciting poem 9. Composing a poem.
LIVING PHOTOGRAPH  I-THINK – Bubble Map
b. composing simple poems

4-6 CHAPTER 2 Language For Interpersonal Use 1. Talk about experiences such as helping to Thinking Skills: Modals: Vowel /I/
22/1 – 9/2 a. talk about oneself look after grandparent, etc. evaluating need to, /I:/
FRIENDS, b. give instructions and advice 2. Responding to questions politely by giving should
COUNTRYMEN Language For Informational Use required information. Multiple Intelligences
a. read a web page 3. Skimming and scanning for specific ideas. Articles
People b. identify main idea 4. Summarize: identify main idea.
c. interpreting non-linear text 5. Jot down key words and phrases.
Language For Aesthetic Use 6. Describing characters and setting
LIVING PHOTOGRAPH 7. Explanation of plot and sequence of
a. structural element events
b. conveying message  I-THINK – Tree Map
 HEBAT Module
5 THAIPUSAM CELEBRATION – 31/1 (WEDNESDAY)
7 CHINESE NEW YEAR HOLIDAYS 15/2 (THURSDAY) – 19/2 (MONDAY)

8-9 CHAPTER 3 Language For Interpersonal Use 1. Persuading someone to do something in Thinking Skills: Present Consonant
20/2 – 2/3 a. carrying out a variety of language simple language. Identifying true /false Perfect Tense /w/ . /v/
WILDLIFE function. 2. Silent reading & reading aloud of current statements
WARRIORS Language For Informational Use interest. Punctuation:
a. obtain information 3. Drawing conclusions Multiple Intelligences Capital letters,
Environment b. process information 4. Understand context clues. commas,
c. composing short text 5. True / False statements question
Language For Aesthetic Use 6. Writing a short article on the environment. marks,
a. elements in a short story 7. Talking about the message of the poem. quotation
b. explaining the message  I-THINK – Bubble Map marks
SHORT STORY – TANJUNG RHU

2 ‘TOGETHER WE STRIVE FOR EXCELLENCE’

 10 - 11 UJIAN AKADEMIK 1: 5/3/18 (MONDAY) –16/3/18 (FRIDAY))
MID TERM HOLIDAYS I : 17/03/18 – 25/03/18 (9 Days)

WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK

TOPIC EMPHASIS SYSTEM

12 CHAPTER 4 Language For Interpersonal Use 1. Talking about one’s ambition / dreams. Thinking Skills: Adverbs of Consonant
26/3 – 30/3 a. talking about oneself and dreams 2. Summarize main points in a table. Evaluating Degree /k/
DARE Language For Informational Use 3. Identifying points in a text.
TO a. convert information into a table. 4. Understand context clues. ICT Skills: Interrogative
DREAM b. reading an interview 5. Writing an interview of an outstanding Internet for research pronouns
c. present information for different achievement.
People audiences. 6. Describing the place and time the story
Language For Aesthetic Use took place.
a. elements in a short story 7. Narrating sequence of events
b. structural element  I-THINK – Circle Map
SHORT STORY – TANJUNG RHU  HEBAT Module

13 - 14 CHAPTER 5 Language For Interpersonal Use 1. Express concern and offer help. Thinking Skills: Past Perfect Consonant
2/4 – 13/4 a. carrying out language function. 2. Arranging conversation in the right order. Making inferences Tense /r/
SPECIAL b. respond to questions politely. 3. Reading for main ideas.
PEOPLE Language For Informational Use 4. Summarizing the main idea from a web Multiple Verb Forms
a. scanning for specific information. diagram. Intelligences:
Health b. Linking the main ideas. 5. Write a fact sheet on a common illness. Linguistic- Punctuation:
c. Expanding notes and outlines. 6. Describe characters and write a verbal/bodily- colon
Language For Aesthetic Use description of a character. kinesthetic
a. elements in short story 7. Write the theme of the story.
b. structural element  I-THINK – Tree Map
SHORT STORY – LEAVING

15 - 16 CHAPTER 6 Language For Interpersonal Use 1. Make enquiries about a product. Thinking Skills: Sentence Diphthong
16/4 - 27/4 a. obtain goods and services 2. Identify the correct statements. Comparing and connectors /əυ/
WIRED Language For Informational Use 3. Read and identify the sequence of ideas contrasting
YOUTH a. listening to a radio talk. in an informal talk. Sequence Stress in
b. discerning sequence of ideas. 3. Writing an informal talk. Preparation for the connectors four
Science and c. expanding notes 4. Drawing conclusions from an informal real world: syllable
Technology d. drawing conclusion talk. Occupations in the Nouns words
e. presenting information in non-linear 5. Search occupations that are relevant in field of science and functioning as
forms. the field of science and technology technology adjectives
Language For Aesthetic Use 6. Identify imagery in the poem.
a. elements in short story 7. Understand the messages in the poem.
b. structural element  * I-THINK – Flow Map
SHORT STORY – LEAVING

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4 ‘TOGETHER WE STRIVE FOR EXCELLENCE’
 WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK
TOPIC EMPHASIS SYSTEM
17 LABOUR DAY 1/5/18 (TUESDAY)

17 - 18 CHAPTER 7 Language For Interpersonal Use 1. Discuss about personal experiences Thinking Skills: Adjectives of Vowel
2/5 – 11/5 a. talking about personal experiences. (helping people, etc.) Drawing conclusions quality for /^/
RANDOM ACTS Language For Informational Use in pairs/groups. describing a
OF KINDNESS a. listening to spoken text. 2. Note important details. character
b. presenting information. 3. Convert information into a graph.
People c. reading materials in print. 4. Identifying supporting details. Negative
d. extracting main ideas. 5. Find evidence to support statements. Prefixes
e. write recounts. 6. Identify main events in the correct
Language For Aesthetic Use sequence. Punctuation:
Revision: Poems and short stories 7. Write a simple narrative. semi colon
CHARGE OF THE LIGHT BRIGADE 8. Describe characters and setting.
a. structural elements 9. Identifying the plot. Infinitives as
b. conveying message 10. Identifying the message and values in objects of
the short story. verbs
 I-THINK – Double Bubble Map

19 - 20 CHAPTER 8 Language For Interpersonal Use 1. Express concern and sympathy. Thinking Skills: Infinitive as Consonant
14/5 – 25/5 a. carrying out language function. 2. Exchange ideas on how society can Making inferences complements clusters
ACTIVE b. identifying different points of view. help the elderly. of the verb ‘to /bl/, /br/
AGEING Language For Informational Use 3. Design a card / write a letter to Multiple Intelligence: be’
a. listening to spoken text. express concern and to comfort. Linguistic- Contraction
Social Issues b. reading materials in print. 4. Listen to a telephone conversation verbal/bodily- Concrete and s
Language For Aesthetic Use and note important details. kinesthetic abstract nouns I’d, I’m
CHARGE OF THE LIGHT BRIGADE 5. Read a poem and seek correct
a. structural element answers to multiple choice Present
b. conveying message questions. Continuous
6. Identifying the theme. Tense
 I-THINK – Bubble Map
 HEBAT Module
21 WESAK DAY 29/5/18 (TUESDAY)
21 THE NUZUL QURAN CELEBRATION HOLIDAY 2/6/18 (SATURDAY)

21 - 22 CHAPTER 9 Language For Interpersonal Use 1. Respond to questions politely by giving Using the Adjectives Consonant
28/5 – 8/6 a. responding to complains. the required bibliography functioning as /ek/, /z/
HELPING Language For Informational Use information. nouns
HANDS a. reading materials in print. 2. Give feedback about a service. Values and
b. skimming for ideas. 3. Read extracts from letters of complain Citizenship Gerunds as
Social Issues c. meaning of text. and skim for gist. Education: compliments of
d. expanding outlines. 4. Understand context clues. Courageous acts the verb ‘to be’
Language For Aesthetic Use 5. Writing a formal letter of complain.
CHARGE OF THE LIGHT BRIGADE 6. Revision on poems and short stories. Punctuation:
a. structural element  I-THINK – Bubble Map exclamation
b. conveying message mark
22 HARI RAYA AIDILFITRI 15-16/6/18
22 TEACHER’S DAY CELEBRATION 16/6/18 (WEDNESDAY)
22 MID YEAR HOLIDAYS : 9/6/18 – 24/6/18 (16 days)
5 ‘TOGETHER WE STRIVE FOR EXCELLENCE’
 WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK
TOPIC EMPHASIS SYSTEM

23 - 24 CHAPTER 10 Language For Interpersonal Use
25/6 – 6/7 a. exchanging ideas and opinions.
WATER, b. solving problems and making
WATER, decision.
EVERYWHERE Language For Informational Use
a. scanning for specific information.
Environment b. identifying point of views.
Science & c. writing description.
Technology Language For Aesthetic Use
DRAMA: THE RIGHT THING TO DO
a. elements in DRAMA
b. structural element
1. Offer advice. Multiple Intelligence: Prepositions of Diphthongs
2. Exchange ideas on topics of interest. visual-spatial direction /aI/, /õI/
3. Make recommendations and suggest
ways to solve a problem. ICT Skills: Preposition of
4. Read a brochure – scan for details. Search for purpose
5. Identifying supporting details. information
6. Use headings to understand main points.
7. Write a brochure for water campaign.
8. Identify theme and message of poem.
9. Identify setting and cultural background.
10. Identify the poetry devices –
personification, metaphor, etc.
 I-THINK – Tree Map
 HEBAT Module

25 - 26 CHAPTER 11 Language For Interpersonal Use 1. Talk about one’s preferences. Thinking Skills: Prepositions of Consonant
9/7 – 20/7 a. exchanging opinions on topics of 2. Discuss plans and arrangements – writing Making time clusters
THE interest. a report about an event. interpretations; /fl/, /sl/
COMPETITIVE b. discussing plans and arrangements. 3. Listen to a report and note important sequencing Preposition of
EDGE c. making decisions. details. place or Homograph
Language For Informational Use 4. Read a report and identify main ideas and position s
Science & a. listening to spoken text. supporting ideas; interpret non-linear text Multiple Intelligence:
Technology b. extracting main ideas. such as tables and graphs; understand musical, logical- Adjectives of
c. interpreting non-linear text. contextual clues. mathematical comparison –
Values Language For Aesthetic Use 5. Retell a story in one’s word. regular forms
Revision: Poems and short stories 6. Narrating sequence of events.
LIVING PHOTOGRAPH 7. Identify characters, themes. Punctuation:
CHARGE OF THE LIGHT BRIGADE 8. Identify theme, setting and cultural hypen
a. structural elements background.
b. conveying message 9.Identify the values embedded in the short
story.
 I-THINK – Multiple Bubble Map
 HEBAT Module

6 ‘TOGETHER WE STRIVE FOR EXCELLENCE’

WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK
TOPIC EMPHASIS SYSTEM

27 - 28 CHAPTER 12 Language For Interpersonal Use 1. Respond to questions politely by giving the Thinking Skills: Connectors: Consonant
23/7 – 3/8 a. carrying out language function. required information. Evaluating; conjunction, clusters
FOR b. reading materials in print. 2. Read topics of current interest. Making logical /kl/, /kr/
THE COMMON c. responding to questions orally. 3. Exchange opinions. interpretations connectors
GOOD Language For Informational Use 4. Listen to panel discussion and note
a. listening to spoken text. important details. Simple
Environment b. scanning for specific information. 5. Identify main ideas – jot down key words compound and
c. identifying different points of view. and phrases. complex
People d. drawing conclusions. 6. Read point of view to identify supporting sentence
e. summarizing information. details and to understand context clues.
Language For Aesthetic Use 7. Draw conclusions – identify cause and
DRAMA: THE RIGHT THING TO DO effect.
a. elements in DRAMA 8. Summarize – identify points of view.
b. structural element 9. Recite the poem.
10. Write a paragraph stating one’s opinion of
the poem.
11. Identify theme, setting and cultural
background

 I-THINK – Double Bubble Map

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

7 ‘TOGETHER WE STRIVE FOR EXCELLENCE’

WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK
TOPIC EMPHASIS SYSTEM
30 CHAPTER 14 Language For Interpersonal Use 1. Listen to a conversation. Thinking Skills: Prepositions of Consonant
13/8 – a. exchanging information about 2. Taking note for important details.. Evaluating; association clusters
17/8 A common interest. 3. Reading a regular column in the Making /zm/,/sp
RAINBOW b. talking about one’s feelings and newspaper ;scan for details. interpretations Phrasal Verbs
NATION preferences. 4. Suggest ways to solve problems.
c. exchanging ideas and opinions. 5. Scan for details in a column in the
People d. make a complaint about service and newspaper.
respond to a complaint 6. Identify context clues and supporting
Language For Informational Use details.
a. listening to a conversation. 7. Summarize: identify relevant information.
b. scanning for important details. 8. Take notes of the text heard.
c. summarizing information. 9. Draw conclusions.
d. predicting outcomes. 10. Write a regular column for a newspaper ;
e. applying process writing skills. apply process writing skils
Language For Aesthetic Use 11. Read about themes.
DRAMA: THE RIGHT THING TO DO 12. Talk about characters and their traits
a. elements in DRAMA using own words.
b. structural element  I-THINK – Bubble Map
31 MID TERM HOLIDAYS 2 : 18/8/18 – 26/8/18 (9 Days)
31 HARI RAYA QURBAN (22/8/18) WEDNESDAY
32 MERDEKA DAY CELEBRATION (31/8/18) FRIDAY
33 AGONG’S BIRTHDAY (9/9/18) SUNDAY
33 AWAL MUHARRAM CELEBRATION (11/9/18) TUESDAY
33 MALAYSIA DAY (16/9/18) SUNDAY

8 ‘TOGETHER WE STRIVE FOR EXCELLENCE’

WEEK THEME / LEARNING OUTCOMES ACTIVITIES EDUCATIONAL GRAMMAR SOUND REMARK
TOPIC EMPHASIS SYSTEM
34 CHAPTER 15 Language For Interpersonal Use 1. Write a message to persuade youths to Thinking Skills: Adjective and Consonant
17/9 – a. solving problems and making support world peace. Making preposition clusters
21/9 A CULTURE decisions. 2. Discuss about events and activities that associations, combination /lm/, /m/
OF PEACE b. exchange ideas and opinions. could promote intercultural understanding Comparing and Adverbs of time
Language For Informational Use and harmony. contrasting Adverbs of
People a. reading materials in print. 3. Read an article and give opinions. frequency
b. identifying point of views. 4. To predict the future based on a text Punctuation:
c. predict outcomes. pertaining to UNESCO. underline for
d. summarizing information. 5. Summarize: ensuring readability. emphasis
Language For Aesthetic Use 6. Identify cultural backgraound.
DRAMA: THE RIGHT THING TO DO 7. Identify the sequence of events and plot.
a. elements in DRAMA  I-THINK – Double Bubble Map
b. structural element  HEBAT Module

35 CHAPTER 16 Language For Interpersonal Use 1. Talking about one’s future. Thinking Skills: Passive Dipthong
24/9 – a. talking about one’s interest. 2. Discuss about Earth’s future. Solving problems, construction /eI/
28/9 FUTURE b. Exchange ideas and opinions. 3. Discussing ways to solve problems Identify causes using ‘has’ and
GAZING c. solving problems and making – cause and effect relationships. and effects ‘had’
decisions. 4. Read descriptive accounts: follow
Science & Language For Informational Use sequence of ideas. Preparation For Adverbs of
Technology a. discerning sequence of ideas. 5. Identify supporting details and understand The Real World: manner
b. extracting main ideas and details. context clues. Vision 2020
c. summarizing information. 6. Summarize: ensure relevance.
d. drawing conclusions. 7. Stating evidence and reasons based on a
e. present information. text.
Language For Aesthetic Use 8. Writing a descriptive account: world in the
Revision: Poems and short stories future.
LIVING PHOTOGRAPH 9. Revision: 6 poems and 5 short stories.
CHARGE OF THE LIGHT BRIGADE - theme, plot, characters
a. structural elements - setting, cultural background
b. conveying message - values, message
- poetry devices
 I-THINK – Circle Map
36 REVISION 1/10/18– 5/10/18
37 - 40 FINAL YEAR EXAMINATION (8/10/18 – 29/10/18)
41 DEEPAVALI HOLIDAYS (4 – 7/11/2018)
42 YEAR END HOLIDAYS (24/11/18 – 01/01/19)

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 FORM FOUR ENGLISH – SCHEME OF WORK 2018
LITERATURE COMPONENT

GENRE TITLE
POEM LIVING PHOTOGRAPH BY JACKIE KAY
A POISON TREE Selected by : Pie Corbett and Valerie Bloom CHARGE OF THE LIGHT BRIGADE BY TENNYSON
SHORT STORY
LEAVING NO FOOTPRINT STORIES FROM ASIA TANJUNG RHU - RETOLD BY KAY WEST
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- MARTIN FORD
1 period per week

WEEK GENRE LEARNING OUTCOMES ACTIVITIES EDUCATIONAL

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

10 ‘TOGETHER WE STRIVE FOR EXCELLENCE’