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O Level Outcomes
Writing SkillsReading Comprehension and
Summary SkillsOral /Aural Skills
Students should be able to:
1. write in a variety of genres asprescribed by the O-Levelexamination, with attention toappropriate format, style andlength:
* narrative/recount of personalexperiences
* descriptive* expository* discursive/argumentative* formal letters* informal letters* speeches* brochures / leaflets* reports* magazine articles
2. interpret the question appropriatelyand maintain focus and the
readers interest throughout thecomposition
3.plan, organise and write inparagraphs
Students should be able to:
1. read and comprehend a variety ofgenres
2. understand and respondappropriately to written instructions,directions and questions.
3. identify specific information located atone or more points in a text (literalcomprehension)
4. identify implied meaning and makedeductions from information in a text
5. infer the meanings of unfamiliar wordsand expressions (e.g. idiomaticphrases) from their context in apassage
6. answer questions using the following
reading strategies:- use word recognition skills to check
meaning- use knowledge of cohesive devices
and text organization
Students should be able to:
1. speak audibly
2. read accurately and fluently,with an awareness of expressionand audience
3. understand and use the morecommon speech conventions ofsocial English
4. participate effectively in aconversation and developresponses to prompts
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4. arouse interest, maintainingcoherence and cohesion
5. choose a vocabulary and tonewhich is suited to its purpose andaudience, and use correct grammar
and punctuation
6. demonstrate consistency inlanguage usage
7.write legibly, and present workclearly
- use contextual clues (association of
words/ ideas and logical relationshipof ideas)
- use prior knowledge: familiar words,
word association, knowledge of thetopic/figurative language/connotations/ culture
- skim for gist and scan for details
7. select, retrieve, evaluate and combineinformation from a selected section ofthe text
8. summarise a given text to aprescribed word limit, paraphrase,and use their own words as much aspossible
9. show evidence of using cohesivedevices when writing a summary
10.edit summaries, adhering to theconventions of grammar
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Scheme of Work YEAR 9
This scheme of work is a guide for teachers teaching MA 3 classes, based mainly onGateway to English 3 and Excel in O-Level English. Teachers should feel free to change,modify, supplement and vary the content of this scheme according to their students needsand abilities. The first part of this scheme of work aims to continue the general andgeneric development of English skills and knowledge built in MB 1 and 2. The second partof this scheme of work signals the beginning of a more specific O-Level preparationcourse, which students will continue through MA 4 and 5, up to the O-Level exam.
The Form 3 scheme of work is not intended for Express stream students, thoughteachers may wish to utilise elements of the O Level preparation course in developingtheir schemes of work.
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Terms 1 & 2Core Textbook: Gateway to English 3 (GW3)
Supplementary Materials: Essential Grammar in Use (EGU), Grammar in Use (GIU)
Unit/Topic Writing Skills ReadingComprehension andSummary Skills
Oral/Aural Skills
Additional Skills
Grammar and LanguageUsage/ Vocabulary/ Study
Skills
GW3Unit 1
Main focus:Descriptionof whatpeoplewear
* Paragraphwriting: Making abudget
* Text messaging* Description:
Clothes fordifferentoccasions
* Conversation: Saving &spendingA family budget
* Product information:Washing machines
* Narrative: Shoppingdrama
* Conversation: Saving &spending
* Asking & answering questions:Needs & wants
* Role play: Shopping* Identifying & evaluating
specific information in adialogue: Buying DVDs
* Sharing personal experiences
* Comparative & superlativeadjectives (EGU: U84+85,GIU: U97-100)
* Present simple (GIU: U5-7,GIU: U2)
* Suffixes er, -orfor agents* Glossary Use* Dictionary Use
GW3Unit 2
Main focus:Factualnarrative
* Paragraphwriting: Changes
* Factual GuidedNarrative:Development ofthe telephone
* Survey report:Telephone Usage
* Personal memories:Childhood experience
* Dialogues:Grandparents &grandchildren
* Personal opinions:Mobile phones
* Magazine article:Healthy living
* Guided summary:
Eating habits
* Identifying & evaluatingfeatures in a picture: Modernliving
* Account of personalexperience: Changes in ourlives
* Carrying out a survey:Telephone usage
* Listening for specificinformation: A modern
grandmother
* Past simple (EGU: U10-12,GIU: U11)
* Present perfect (EGU: 15-20, GIU: U13-20).
* Sentence connectors:Similar & contrasting ideas
* Phrasal verbs (EGU:U107+108, GIU: U124)
* Formation of new words
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
GW3Unit 3
Main focus:Comparison of twocountries
* Paragraphwriting:
Childrens needs* Comparison: Two
countries* Letter: Request
for sponsorship
* Interpreting statisticalinformation: Four Asian
countries* Personal narrative: Child
labour
* Interpreting pictures & relatingto own experience: Living in
poverty* Collating information in an
interview: A charity* Carrying out group tasks:
Planning a charity activity
* Present continuous (EGU:U3+4, GIU: U3)
* Comparative adjectives* Comparisons: using more,
fewer(EGU: U86+87,GIU: U97-100)
* Acronyms* Prefix tele-* Internet searching:
Charities
Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
SkillsGW3Unit 4
Main focus:Personalnarrative
* Narrative: Apersonalexperience
* Expression ofviews:Advantages &disadvantages ofTV
* Radio interview & quiz* Story: TV quiz
programme* Interpreting a TV guide
* Interpreting & describingphotos
* Discussion: Using the media.* Sequencing information: Radio
programme* Listening for specific
information: Radio requests.* Making radio requests* Reading aloud
* Prepositions of time: for&since (EGU: U19+97)
* Replacement of clause orsentence by so (I hope so),or not(I hope not) (EGU:U41, GIU: U49)
* Nouns & noun phrases
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
GW3Unit 5
Main focus:ProductProcessdescription
* Letter to thepress: Personal
opinions* Paragraph
writing: Newsitem
* Describing aprocess:Producing anewspaper
* Newspapers: News &feature articles
* Guided summary: Newsstory
* Discussion: Newspapercontents and organisation
* Describing a picture:Car accident
* Sequencing & interpretinginformation in an interview:Car accident
* Conversation: Giving personalinformation, expressing pointsof view
* Conjunction: so that(EGU:U109, GIU: U60)
* Past passive (EGU: U21,GIU: U40-42)
* Internet searching: Sedna
GW3Unit 6
Main focus:Picturestory
* Anadvertisement:includes
persuasivefeatures
* Narrative: basedon picturesequence
* Magazine article:Advertising
* Comic story: Bash
Street Kids* Poetry: Jimmy Jet
(in section B Review)* Interpreting
advertisements* Using the glossary
* Discussion: Talking aboutadvertisements
* Listening for specific
information: Radioadvertisements
* Reading aloud: Comic story
* Superlatives with long &short adjectives (EGU:U84-85)
* Past continuous. (EGU:U13+14, GIU: U12)
* Conditional clauses withunless (EGU: U110-111,GIU: U39)
* Words with positiveconnotations
* Onomatopoeia* Prefix re-
GW3Unit 7
Main focus:Imaginative narrative
* Imaginary story:A natural disaster
* Factual information:Tuvalu
* Personal narrative:Global warming
* Factual information:Wind power
* Discussion: Man and theenvironment
* Identifying & interpretinginformation: Radio discussion
* Listening to check predictions:Solar powered cars
* Present passive (EGU:U21, GIU: U40-42)
* Connectors for introducingeffects & results: as aresult, therefore,consequently
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
Unit/Topic Writing SkillsReading
Comprehension and
Summary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
* Making suggestions about apicture: Solar energy
* Preparing a group report: Solarenergy
* Game: Energy conservation
* 2nd conditional (EGU:U112, GIU: U34-37)
* Map reading: Australia
GW3Unit 8
Main focus:
Personalletter
* Paragraphwriting: factualinformation Japan
* Direct speech:Layout andpunctuation
* Personal letter:Family news
* Historicalaccount: Mercurypoisoning
* Guided poetry:Haiku
* Dialogue: Industrialdispute
* Diary: Minamatadisease
* Multi-formatinformation: doctorsnotes, memo, etc
* Personal letter: Familynews
* Summary: Doctorsmemoirs
* Transferring specificinformation to a map: Japan
* Role play: Eliciting information* Making predictions about
sequence of events* Listening for specific sequence
and dates* Discussion: Political action
* Reported speech:Statements (EGU: U49,GIU: U45+46)
* Could/couldntfor past
ability (EGU: U31, GIU:U25+26)
* Past perfect (EGU:U21-22)
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
GW3Unit 9
Main focus:NaturalProcessdescription
* Paragraphwriting: A picture
sequence* Poster: Protecting
turtles* Natural process:
Life cycle ofturtles
* Personalnarrative: ABrunei shipwreck
* Factual description:Marine life
* Personal narrative:Voluntary conservationwork
* Guessing & checkingguesses
* Inferring vocabularyfrom context
* Information transfer to atable
* Finding impliedinformation
* Finding supportingevidence
* Making suggestions,expressing feelings & personal
opinions: Snorkeling & diving;Turtle conservation
* Listening for specificinformation in a dialogue,checking guesses
* Role play: Asking andanswering questions
* Reported speech:Yes/No questions (GIU:
U48)* a/an/the for first &
subsequent reference(EGU: U64-69, GIU:U65-67)
* Prefix: sub-, pre-, ex-
GW3Unit 10
Main focus:Expressionof opinionsand views
* Expressingopinion:Organising pointsin an argument
* Expressing anopinion: Do weneed cars?
* Description: Familyprofile.
* Report: Black people inAmerica
* Short story: The GoldCadillac
* Quotations and titles* Poem: Dreams
* Discussion: Lifestyle & dreams* Asking and answering
questions: Dream car* Identifying sequencing of
events
* Reported speech:Wh- questions. (GIU: U48)
* Sentence adverbs toexpress attitudes
* Using a map key: The USA
Terms 3 & 4Core Textbook: Excel in O-Level English
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
ExcelUnit 1
* Reporting: ARoad Accident(Model)An UnfortunateIncident (Task)
* Factual information inacademic format: 1200Tiny Islands
* Inference andimplication: Mustafasdurian, Ah Chaisworkshop
* Discussion/ expressingopinions: What can we do tomake roads in Brunei safer?
* Past & Present tenses* Past tense verbs* Parts of speech* Suffix y, -al* Recycling words from the
main text* Editing writing (spelling
mistakes)* Considering common
mistakes (omission ofs,the same as)
Excel
Unit 2
* Reporting: Pulau
Harimau as atouristdestination.(Model)Victoriaville as astudy centre(Task)
* Focus onintroduction,conclusion andsequencing ideas
* Factual information in
academic format: WillBangkok Disappear?
* Unfamiliar vocabulary incontext: Puan Habbibah
* Account of personal
experience: Your best holidayexperience/ A place you wouldlove to visit
ORConversation/ asking andanswering questions: What Idid on my last holiday
* Linking ideas
* Recycling words from themain text
* Present tense verbs* Use of the with place
names* Editing writing (present
verb forms)* Considering common
mistakes (etc., there arevs they are)
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
ExcelUnit 3
* Writing a letter toa friend: DearAzlan (Model)Dear Uncle(Task)
* Focus onintroduction,conclusion anduse of tenses
* Fictional narrative:Inside Leos Mouth
* Examining the SummaryQuestion
* Conversation/ asking andanswering questions: What isyour favourite film/ book?
* Recycling words from themain text
* Mixing past and presentverbs
* Infinitive verbs* Use of the* Editing writing (past tense
sentences)* Considering common
mistakes (using the withsuperlatives)
Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional Skills
Grammar and LanguageUsage/ Vocabulary/ Study
Skills
ExcelUnit 4
* A magazinearticle: Fatt KimLoong. (Model)The girl with therecord number ofO-Leveldistinctions.(Task)
* Focus onrhetoricalquestions, directand reportedspeech
* Factual narrative inacademic format: TheMulu Caves of Sarawak
* Figurative language* Using summary skills:
Letter to Munir
* Discussion/ makingsuggestions and expressingopinions: How can we makeBrunei a more popular placefor tourists to visit?
* Adjectives formed fromverbs
* Recycling words from themain text
* Countable anduncountable nouns
* Editing writing (misuseduncountable)
* Considering commonmistakes (commonincorrect verb forms)
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
ExcelUnit 6
* A formal letter:Dear
Headmaster(Model)
Dear DistrictOfficer (Task)
* Narrative in academicformat: Hasan and the
Communists* Identifying key points to
include in a summary* Paraphrasing in a
summary
* Constructing an interview withan older citizen about growing
up in Brunei in the past
* Suffix ness* Make vs Do
* Recycling words from themain text
* Passive infinitive verbs* Countable and
uncountable nouns* Editing writing (review of
previous units)* Considering common
mistakes (unwantedabout, sekian, terimakasih)
ExcelUnit 8
* Descriptivecomposition(describingplaces): Describea street you know(Model)Describe yourlocal market(Task)
* Narrative in academicformat: The Rear-GunTurret
* Guided summary(including directspeech)
* Speech presentation: A one-minute speech promotingBrunei to overseas tourists
* Commonly misused words* 2-part verbs* Recycling words from the
main text* Present perfect tense vs
past simple* Agreement of subject and
verb* Editing writing (verb
forms)* Considering common
mistakes (so and very +too)
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
ExcelUnit 9
* Discursivecomposition(advantages anddisadvantages):Owning a car(Model)Studying abroad(Task)
* Narrative in academicformat: Seized by aCrocodile
* Guided summary* Counting words in a
summary
* Conversation/ makingsuggestions and expressingopinion: Is building more roadsa solution to solving trafficproblems?
* Compound words withprepositions
* Using markers* Use of one* Repeating sentence
structure.Preposition + -ing
* Unnecessary prepositions* Editing writing (everybody
vs every body,punctuation of directspeech)
* Considering commonmistakes (misuse ofquestion marks)
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Unit/Topic Writing SkillsReading
Comprehension andSummary Skills
Oral/Aural Skills
Additional SkillsGrammar and LanguageUsage/ Vocabulary/ Study
Skills
ExcelUnit 10
* Discursive /argumentativecomposition(expressing yourown views):Supermarkets vstraditional shops(Model)Is discipline inschool too strict?(Task)
* Narrative in academicformat: Into Space
* Summary practice:Writing economically
* Group Discussion: Is disciplinein schools important?
* More prefixes* Using definitions* Using markers* Interesting adjectives* The colon* Comparisons* Editing writing
(comparative forms,subject-verb agreement,spelling)
* Considering commonmistakes (a cheap price,although but)
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Upper Secondary (Forms 3-5) Resources List
Texts marked in with an asterisk (*) should already be in schools
Basic Texts (for each individual student)
*1. Gateway to English 3: A Secondary Course for Brunei Darussalam
*2. Secondary English for Brunei Darussalam 4 & 5
*3. Excel in O English
4. Key Skills in Writing
5. Key Skills in Reading Comprehension and Summary Writing
Supplementary Materials (2-3 class sets per school)
*1. Secondary English for Brunei Darussalam 3
2. Murphy, Essential Grammar In Use, Cambridge University Press
3. Murphy & Altman, Grammar in Use, Cambridge University Press
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Other Resources (4 copies for each school to be used as teacher resources)
1. Keaney, G., Talk is Cheap, CfBT
2. Cowley, G., Building Vocabulary, CfBT
3. McCarthy and Redman, English Vocabulary in Use: Pre & Upper Intermediate, Cambridge University Press
4. Glover et al., The Cambridge Revision Guide, Cambridge University Press
5. Gower, Grammar in Practice 1, 2 & 3, Cambridge University Press
6. Millar & Tier, Essential English Grammar 2 & 3, Folens
7. Blake, Effective Guide to O Level English, Longman
8. Cruz Yap, O Level Language with Distinction: Vocabulary and Comprehension, Marshall Cavendish Education
9. Hoosan, The O Level Comprehension Book, Longman
10. Vince, Elementary/Intermediate/First Certificate/ Advanced Language Practice, Macmillan
11. Stepheny, Proficiency Writing, Longman
12. Etherton, General Certificate English, Nelson
13. Reilly, Skills in Non-Fiction 1
14. Ho Lin Lee, Longman Developing Situational Writing Skills15. Rajamanikam, English Language (Yearly) Worked Solutions: 1996-2005 GCE O Level, Redspot
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