Dawood Public School

Course Outline 2016-17

English
Class IX

1123/11
1123/21
SYLLABUS AT A GLANCE

Month Contents
Key writing Skills:
Parts of speech
August
Directed writing [speeches]
Reading a vast variety of texts

Comprehension Practice – Reading for Meaning

September
Creative Writing – Autobiography [emotive writing]

Directed Writing - Letter[tone, register, language]

October Descriptive writing – expression of five senses
Vocabulary Development

Comprehension Practice – Reading for Ideas [content points]

Narrative writing---------- involves two main components: a story and some analysis of
that story. A narrative essay may be "about" a particular issue, theme, or concept, but it
November
uses a personal story to illustrate that idea.
Summary writing [brevity, link words & word count]
Revision for Mid-term Examination

December Mid- term Examination

Vocabulary Development – contextual meaning

Fact vs. Opinion [discernment]
January
Understanding simile, metaphor, personification, imagery, alliteration and relevance of
literary extract

Dialogue Writing – Punctuation Rules

February Focusing on comprehension questions - Reading for Meaning
Practice of Narrative composition

Practice of comprehending skills; reading between the lines

Looking closely (discuss the meaning of the words taken from the extract; search familiar
words )
Vocabulary ; highlight the significance of word origins
March
Writing about phenomena ( compare and observe natural phenomenon with a living
creature; personification, description)
Writing a reflection ; observe, describe, selection of an image or a series of images,
feelings associated with particular colours and forms)

Travel writing, word pool, glossary, writing news letter (how a news letter is different
from a private letter as it is addressed to a more general reader, rather than one person.
April
Include plenty of interesting details and descriptive vocabulary)
Practice of Directed writing

Revision
May
Final Examination
 Syllabus Aims

A qualification in this syllabus demonstrates to universities that candidates can communicate effectively
in Standard English through:
• (C1) Communicative competence: the ability to communicate with clarity, relevance, accuracy and
variety. Here, students must keep in mind subject-verb agreement and tense continuity, when
responding to any directed writing.
• (C2) Creativity: the ability to use language, experience and imagination to respond to new
situations, create original ideas and make a positive impact. Here, students must be careful
regarding thought progression and logic.
• (C3) Critical skills: the ability to scan, filter and analyse different forms of information. Here,
students are required to understand explicit meaning and implicit meaning.
• (C4) Cross-cultural awareness: the ability to engage with issues inside and outside one’s own
community, dealing with the familiar as well as the unfamiliar. Reading a wide variety of books, on a
multitude of subjects, is often the best building block for this awareness.

Paper Pattern

Paper 1 (1 hr 30 minutes) Maximum Marks: 60

The first Task aspect of Paper 1 is Directed Writing (primarily C1 & C4), where communication of key
information is required to achieve a specific purpose for a certain audience in a particular situation.
Task Fulfillment, Language and Content are separately judged and marked. Students must
communicate appropriately with a clear awareness of purpose; including every given required point in
the writing task.
The second aspect of Paper 1 is Creative Writing (primarily C1, C2 & C4) where candidates have an
opportunity to display their English language skills in order to express their opinion, experience or
imagination.
Language and Content are separately judged and marked. Ideas must be coherent, logical and exhibit
sequence of thought – both at paragraph level as well as at whole text level. Spellings, punctuation and
grammar must be accurate.

Paper 2 (1 hr 30 minutes) Maximum Marks: 50

The Task aspect of Paper 2 is Reading for Ideas and Reading for Meaning (C3, C1). Here, there is a
greater demand for English language skills in order to demonstrate more in-depth understanding of a
text.
Students must be able to
 identify and respond to main ideas of a given text
 follow an argument
 identify a conclusion
 distinguish fact from opinion
 give a personal response to a theme within the text
 identify and summarize required information, such as
o similarities and differences
o advantages and disadvantages
o problems and solutions
o causes and effects
o actions and consequences
 List of Teaching Objectives
August

Introduction to the Curriculum

Course Book: English, An International Approach, Book 3

UNIT 1

Page 9: ‘Ancient Greek Philosophy’ about ‘Friendship.’

Page 14: ‘What happens when friendship fall out?’

Page 24: ‘Georgie Henley and James Mc Avovy’

WORK BOOK: pages which cover unit 1

September: UNIT 2 and UNIT 3

Learning Outcome: Writing an Autobiography

Comprehension Practice – Reading for Meaning (Glossary, Word pool, Looking closely)

Course Book: Unit 2: EDUCATION: Page 35-How do we learn in school? ‘Billy Mc Bone’

Course Book: Unit 2: EDUCATION: Page 44 – To Sir with Love. ‘My Plans for this Class.’

Course Book: Unit 3: JOURNEY: PAGE 54 –‘Finding Our Way Through Dark.’

Course Book: Unit 3: JOURNEY: PAGE 58-‘The Escape.’

WORK BOOK Pages including UNIT 2 & 3

October

Learning Outcomes: Descriptive Writing/Story Writing /Autobiography

Directed Writing

Course Book: Unit 4: WORK – Page 66, ‘The Kitchen.’

Course Book: Unit 4: WORK- Page 68, ‘Sky High.’

Course Book: Unit 4: WORK-Page 71 ’Painting The Fence.’

Course Book: Unit 4: Work- Page 75, ‘Should Children be allowed to Work.’

WORK BOOK Pages including UNIT 4

November

Learning Objective: Writing a report/summary/Narrative Composition

Comprehension Practice

Course Book: Unit 5: BEING FREE- Page 80, ‘If Only Papa Hadn’t Danced.’

Course Book: Unit 5: BEING FREE-Page 84, ‘Out You Get.’

Course Book: Unit 5: BEING FREE –Page 90, ’What is it like to be in hiding?’

WORK BOOK Pages including UNIT 5

Work sheets for Comprehension Practice

January

Learning Objective: Story Writing (Narrative composition, focus on dialogue)

Vocabulary Development

Course Book: Unit 6: Page 102, ‘My Return.’

WORK BOOK Pages including UNIT 6
Practice of Narrative Composition, emphasize more on correct insertion of Punctuation marks.

February:

Learning Objective: Dialogue Punctuation

Enhance comprehending skills

Course Book: Unit 7 – Page 117, ‘Myth.’

Course Book: Unit 7- Page 125, ‘Flying into Alicante.’
Course Book: Unit 7- Page 127, ’Hassan.’
WORK BOOK Pages including UNIT 6

March:

Learning Objectives: Practice of comprehending skills; reading between the lines

Looking closely (discuss the meaning of the words taken from the extract; search familiar words)
Vocabulary
Course Book: Unit 8- Page 132, ‘The Flood.’
Course Book: Unit 8-Page 136,’A Frozen World.’
Course Book: Unit 8-Page 140, ‘How do we describe the weather?’
Course Book: Unit 9 – Page 152,’Smith.’
Course Book: Unit 9- Page 156,’The Rue du Coq’ Or, Paris.’
WORK BOOK Pages including UNIT 8 & 9

April:

Learning Objectives: Descriptive writing/ Directed writing /Comprehending Skills

Course Book: Unit 9 – Page163, “The Venice Effect.”
Course Book: Unit 10 – Page 167, “Becoming too American.”
Course Book: Unit 10 – Page 171, “Learning English.”
Course Book: Unit 10- Page 180, “Standing in a Field.”

May:

Revision
Final Examination
Resources
Oxford English 3
English Workbook
Dictionary , Past Papers
Internet supported handouts – formed specifically for DPS