SVKM International School, Mumbai

SCHEME OF WORK: CIE 9093 AS Level English Language – Year 1

Batch: 2019-20
(Scope and Sequence)

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 Teacher: Mrs.Zainab Khan Subject: English Language (AS Level CIE 9093)

Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

July- Aug- Paper1 • Review text types and Learners in pairs to discuss: Paper 1 / Basic level
language features. Whole class revision (as required by individual KC1
Sept Reading • the key component learners) to bridge their knowledge between IGCSE/O Websites with complete short
elements of any text. Level and AS/A Level English Language.. stories useful for teaching:
10 weeks Text and • use of different word
concept classes Learners work in pairs to learn/revise language features www.bibliomania.com/ShortS
• function and impact of as tools for analysis and response. Main areas to tories/
KC1 literal and figurative include are:
• Language registers – different levels of www.short-stories.co.uk
language
All texts • Identify different formality
Legends, myths and fairy tales
exist and are sentence types • Figurative language e.g. simile, metaphor
make wonderful resource
informed by • Identify the use of • Rhetorical devices e.g. repetition, rhetorical
material for work. It also
different narrative voice questions, comparatives, superlatives
the contains interesting
• Understand the key • Vocabulary, word ordering and sentence techniques.
circumstance structures
component elements of
of • Parts of speech/word classes
any text
production, • Understand the use of Using short extracts learners discuss in groups how the
communicati different word classes language of each extract reflects its purpose, e.g. the Learners interested in
on and • Learn the function and vocabulary, narrative point of view, extent of narrative might be directed to
reception. impact of literal and description and technical detail www.englishbiz.co.uk/semioti
figurative language that certain words seem to relate to the same thing or cs/basicsemiotics/syntagms.ht
idea, though naturally these words can be found in ml
Getting started on writing: other contexts.
Working with style and linguistic Take brief items from the
devices as a reader and a writer. Extension activity: write an 80-word paragraph using newspaper, magazines and
• Working on narrative point of the chosen words and discuss the effects of the blog discuss how the stories
view. particular words used. This is a homework task. Along might have begun, or how
with short pieces, of about 70 words, on specific topics, they might eventually end.
• Characters. The e.g. summer; a crowded sports stadium; a storm; a local
characters of a story are event or festivity. They write about the same topic in
the individuals involved, very different styles – one factual and the other using
and can be people, some figurative language and compare the styles of the
animals, and inanimate two pieces of writing.
objects or even invented
beings.

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

• Conflict and Climax. Stories of ourselves.

• Theme. In small groups learners discuss narrative points of
• Setting. view. They look at text extracts from different narrative Passages from Past papers
• Plot and Dialogue. viewpoints to assess the effect on the impact of each
text, e.g. diary, blog, scientific journal, news website. Speech of Nelson Mandela,
• Perspective.
Obama and Pandit Nehru
• Medium and Imagery.
Using timescale and flashback: Text analysis Learners practise text analysis from
a variety of texts, including past papers from the Various blogs contain advice,
Events take place in 'real time' in and activities which more able
chronological order (A–Z or 1– current and previous syllabus. Learners may
practise on one style of text e.g. 1st person to 3rd learners might enjoy doing,
10). A storyteller can choose to for example
start in the middle or near the end person , memoirs, travel writing, before moving on
and then ‘flash’; backwards or to other genres of writing.
http://rutterenglishvoicelesson
forwards, to gain particular s.blogspot.co.uk/2009/03/voic
effects. Learners read an unseen text; from the given
e-lesson-3-imagery.html
resource work in pairs to annotate the text for the
• Learn how to decode a
language features they have learned. They share Use individual class
typical directed writing
their findings and annotations with a group and Term Exam presentations to tell stories
task
then the whole class as feedback.
• develop some of the from the lives of older family
Sept – Nov core skills required when members, gothic fiction,
– Dec (Oct Direct Response writing : variety and range of texts
writing a directed
KC 2 Learners in group write in a different style and their (travel-writing brochures,
festivals/ex response
• Write a comparative responses are shared amongst the group, advertisements.)
ams)
Paper 1 response to explain the Class discussion on the variety and range of texts that
10 weeks Reading differences which have learners write and/or study, e.g. travel writing, news www.teachingenglish.org.uk/a
Directed been identified between stories in papers and on websites including rticle/learning-english-
writing texts investigative journalism, letters, emails, diaries, through-childrens-literature
Comparative scripted speech, narrative and descriptive writing,
writing editorials, reviews, brochures and advertisements.
Working with genre:
Learners work in pairs to discuss and to provide Original Text Form in to
The genre of a story is its type or
kind. Some common short story examples of: directed writing. Diary/ blog
genres are mystery, detective, • The differences in appearance or presentation of of an experience Writing
science fiction, war, romance and different genres of texts • The organization of the about the same experience as a
the supernatural. written material and how this affects the meaning for different character.
the audience •

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

Working with description The differences in form and structure between highly
(1): imagery visual texts such as advertisements and brochures, and
To describe is to use words to texts that are predominantly prose. Learners discuss Extract from Eve’s Diary by
express the qualities of Mark Twain.
how the organization of prose can differ.
something, and is one of the most
basic human language activities. Learners compare the original text that they read
GENRE - Detective stories:
Working with description (2): with their writing to consider: A promotional
Agatha Christie, Ruth Rendell,
comparison and figurative travel piece into letter of complaint ,
Edmund Crispin, John
language Short story extract to Continue (but not finish)
The most effective writing often Dickson Carr
the story
employs comparative figures of Information extract to a personal account
speech, such as simile, metaphor Horror stories: Edgar Allen
Comparing the form, structure and language of Poe,James Herbert Ann
and personification, which are all
a form of metaphor. two texts. Radcliffe
Creating an atmosphere: Learners understand that they are writing from
Descriptions of places can be the perspective of someone else. Science fiction: Arthur C
framed in such a way that Learners work in small groups to prepare their Clarke, Ray Bradbury, Isaac
individual sense images, ideas on the features of a good comparative Asimov
descriptive words and metaphors response.
or similes all work together to Narrative texts for reference
Structuring the comparative response earners
create a distinctive atmosphere.
discuss in groups the advantages and - Emily Bronte's novel
Working with the imagination:
Not all students find it easy to use disadvantages of each • Half and half – response Wuthering Heights is one of
their imaginations, and different addresses the first text in one go before moving the best examples of complex
exercises should be used to on to the second • Comparing both texts in each narrative methodology, Mrs.
stimulate imagination. paragraph – dealing with a different element of Dalloway by Virginia Woolf
language and style and moving between each
Guy de Maupassant's short
text as the answer proceeds • Explain the effects
stories often use frameworks.
of different linguistic and structural features.
Learners in pairs identify differences and
explain how they affect the tone and purpose of
the text in question, or how they create a The BBC BrainSmart website
particular impact on the reader. has a range of ‘self help’
activities, including revision
as well as ‘mind mapping’, at:

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

www.bbc.co.uk/scotland/brain
Refer precisely to evidence or quotation from smart/memory/how_to_learn.s
Jan-Feb- • Comment on the each text. This means being able to select the html
Mar 10 different forms and relevant words, phrases or references to longer
styles of both James Cook University has
‘chunks’ of text to support the points made.
weeks. passages. more extensive mind mapping
• Explain the effects of support at:
different linguistic and Extension activity: Learners use specimen
papers and/or teacher-directed questions to www.jcu.edu.au/tldinfo/learni
structural features.
• Refer precisely to practice the directed writing in response to a text ngskills/mindmap/howto.html
evidence or quotation and the comparative response. (F)
from each text. The openings of short stories
• Writing more by and Charles Dickens could
paragraphs and be compared with the
switching between openings of stories by Anita
texts through alternate Desai and Ernest Hemingway.
paragraphs.
• This means being able
to identify the
particular differences
and express those
differing qualities
clearly and
analytically, rather
than in vague or
unspecific ways.

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

Learners are required to: Learners should be encouraged to imagine and Paper 1
• write for a specific audience anticipate the opposite point of view. Section B
• present a view clearly Mind maps/spider diagrams can be drawn on the Cambridge International
• construct an argument carefully board, with the whole group contributing ideas, and Directed Examinations AS Level
• write coherently and learning to let them flow and develop into new areas. Writing English Language and
persuasively This is a very useful group activity and encourages
Literature (Toner and
• write in a specified form for a more diffident learners who lack confidence in their
own ideas, when they see their incipient thoughts Whittome)
specified audience
• understand and analyze texts in grasped and furthered by others.
Lists can be created under headings from the spider http://education.cambridge.o
a variety of forms rg/uk/subject/english/english
• write clearly, accurately, plan, for those who work better in a more linear
fashion. It must be remembered that a written essay is a -language-and-
creatively and effectively for
linear form, so the ideas will eventually have to be literature/cambridge-
different purposes and
processed in a linear way. international-as-level-
audiences, using different forms
Planning activity: Learners make a two-column list of
• develop critical and informed english-language-and-
matching/opposing points, put points in logical order –
responses to texts in a range of literature
number them, write each speech, thinking about how
forms, styles and contexts
choices of language will create ‘voice’ and attitude
• have a firm foundation for
Practice in organisation can begin with examples of
further study of language and
successful essays being physically cut into paragraphs.
linguistics
Learners then reassemble them in the correct order and
• develop inter-dependent skills give reasons for their decisions.
of reading, analysis and Writing paragraphs on single topics can be practised.
research There should be one topic sentence and the rest should
be in support of it. This work is an essential
Essential paragraphing: groundwork for writing a logically structured, well-
The sentence which contains the planned essay. It is suitable for group work, where the
main idea of the paragraph is group can monitor each other's contributions.
sometimes known as the topic Individually or in pairs, learners could research and
sentence. There may be four or analyse (good) letters to the editor of a newspaper and
five sentences in a paragraph, examples of (good) leader or article writers, to see
though it will depend on the (good) signposting at work.
subject matter. More able learners could evaluate what is successful
In summary: and what is not; less confident learners might need to
• one main idea clearly stated be directed to examples of successful structuring.
supported with examples linking Start by offering learners a paragraph plan that will
with the previous paragraph and work. This may be:

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

Writing: • a plan produced by the teacher

The four or five paragraphs that • a plan produced by an individual learner or
result are often known as the main pair/group.
body of the essay. The ideas As much practice as possible will make essay writing
should follow a logical sequence more enjoyable. Plans and openings need to be
and the structure of the practised most of all.
commentary should be clear. Learners need to feel comfortable enough NOT to
Introductions and conclusions: panic and write unplanned essays when they get into
An introduction should show the the examination.
reader that the question is going Learners practise writing introductions: they can be
to be addressed and how the taken in and read out loud, with the merits of each one
writer is going to discuss the discussed, anonymously if required.
topic. It should make the reader This exercise cannot be exactly duplicated with
want to read on. It does not have conclusions, since they depend on the thrust and
to be very long, provided that it is direction of the preceding essay. However, learners can
clear. still comment helpfully on each other’s work.
A good conclusion should be Plans can be created with the introduction and
strong; a good conclusion can add conclusion written in full, and the main body in point
something else to the argument, forms.
saving a good point to the end. 8 - Checking needs to become second nature – if
Reading for practice indeed it isn’t already – for learners, a necessary habit
The ability to read critically and of personal hygiene like cleaning your teeth.
thoughtfully is crucial to their A piece of work isn’t ‘finished’ if it hasn’t been
development: responsiveness to actively checked. Learners should know their own
language is a measure of frailties – for example, are they inconsistent with
intellectual and personal sentence boundaries? –and look actively to locate and
development. correct their mistakes.
Reading widely will extend the 9 - Learners could be given this letter (or any similar
potential scope of their analytical letter)
ability. www.telegraph.co.uk/comment/letters/4258993/A-
tank-is-no-place-for-women-during-battle.html
as:
Exam Practice • a Paper 1-style exercise in commentary and directed
writing
• 10 - A regular class time ‘slot’ in which learners take
it in turns – perhaps in pairs/small groups – to present a
linguistic slant on items of world news that is read.

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

English language blogs naturally feature items which

are current in world news. Recent items could be
displayed on interactive whiteboards, and learners
made responsible for researching and updating their
content.
11 – Exam Practice
• Do as much timed practice as possible before the
exam, including essay plans.
• Read and comment on each other's work.
• Display good examples on the walls of the classroom
or on interactive displays.
• Conduct formal debates as well as general
discussions.
• Listen to each other's points of view.
• Try to argue with logic as well as passion.

Introduction of Paper 2
Learners do the following task:
Learns to identify the core Your family has recently moved to a new and
Over view elements of shorter writing tasks unfamiliar place. That night, you write your diary,
and prompts and plan for writing. reflecting on the day’s events and conveying your
Of paper 2 To use the conventions of outlook and mood. Remind learners that they should
particular text types to shape remember to use certain features when writing a diary. Write your
April 4 responses. Such as: Use of first person and particular tenses giving diary entry,
weeks a sense of immediacy whilst also reflecting on events. using no
Understand the requirements of • Form and structure: diaries often begin by describing more than
the shorter writing task. where you are and how you feel as you write the diary, 400 words.
Learn how to convey a particular and then flash back to an earlier point. Paper 2
mood or tone to fit the purpose Learners write the diary and then change their writing Writing Q1a
and audience for shorter written style to send an email to a friend living in their former and b Clarify
responses. location. Shorter writing and reflective commentary the
Learners discuss in groups the terms ‘shorter writing’ requirements
and ‘extended writing’ particularly relating to the times of: • Shorter
when they have had to write concisely and when this writing •
skill might be useful in real life. Reflective
commentary

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Week and Topic Sub topics & Learning Teaching activities / Integration of ICT components Subject Resources
Month Outcomes Assessment
Summative
/ formative

The conventions of a letter? e.g. Class develops the ideas that shorter writing means:
1st person narrative; clear sense Selecting the most appropriate language for the task •
of voice; explaining viewpoint, Sticking to the purpose of the task.
Standard English register for Learners focus on the features of the shorter writing
credibility among the recipients of task.
the letter.

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