Dawood Public School

Course Outline 2024-25

English Language (Syllabus Code: 1123)
Class IX

Scheme of Assessment:
All candidates take two components.

Monthly Syllabus:
Month Syllabus Break down Reference Book/Resources

August 1. Introductory Class:

● Specimen Paper 2024
● Course Outline
● Scheme of Work 2024 (SOW)
● CAIE Paper Pattern
● English Language for Cambridge O
● CAIE Question Types/ Genres
Level Course book by Graham Elsdon,
Helen Rees-Bidder and Helen Toner
2. Chapter 1: Reading Skills and
Strategies
● An Introduction to Reading Skills

● 1.2 Reading Strategies

● 1.3 Types of texts

3. Chapter 2: Reading for

Comprehension
● 2.1 Focusing on vocabulary

● 2.2 Putting reading strategies into

practice
● 2.3 Using your own words

● 2.4 Explicit and Implicit

Meaning
● 2.5 Exploring implicit Meanings

September 1. Chapter 3: Analysis and

● English Language for Cambridge O
explaining writer’s craft
Level Course book by Graham Elsdon,
● 3.1 What is a writer’s effect? Helen Rees-Bidder and Helen Toner
● 3.2 How language suggests
meanings
● 3.3 Responding to writer’s
effects

2. Chapter 9: Narrative writing

 ● 9.1 Generating and planning
story ideas
● 9.2 Story Openings

● 9.3 Characters and situations

● 9.4 The art of storytelling

● 9.6 Endings
3. Grammar: Subject-Verb Agreement

October 1. Chapter 6: Writing Skills

● English Language for Cambridge O
● 6.1 An Introduction to your Level Course book by Graham Elsdon,
writing studies Helen Rees-Bidder and Helen Toner
● 6.2 Audience, purpose and
voice
● 6.4 Structure and Plan

2. Chapter 7: Directed Writing

(Informal Letter writing)
● 7.1 Key evaluation skills

● 7.2 Beginning to evaluate

● 7.3 Beginning to write

discursive
● 7.4 Giving a point of view

● 7.5 Writer letters and emails

3.Grammar: Tenses

November Revision for Mid-Term Exams ● Specimen Paper 2024

● Paper 1: Question 1 –Reading ● Scheme of Work 2024 (SOW)
● Reinforcement through
Comprehension Type A
discussion
● Paper 2: Question 1-The Informal ● Practice exercises
Letter
● Paper 2: Question 2-Composition:
Narrative Writing

Discussion on Marking Criteria

January 1. Chapter 4: Summary

● English Language for Cambridge O
Writing
Level Course book by Graham Elsdon,
● 4.1 Reading for ideas
Helen Rees-Bidder and Helen Toner
● 4.2 Remodeling the text

● 4.3 Developing coherent writing

● 4.4 Summary writing practice

2. Chapter 2: Reading for

comprehension
● Understanding a writer’s opinions
 and attitudes
3. Grammar: Punctuation

February 1. Chapter 7: Directed Writing

● English Language for Cambridge O
(Magazine Article Writing)
Level Course book by Graham Elsdon,
● 7.1 Key evaluation skills Helen Rees-Bidder and Helen Toner
● 7.2 Beginning to evaluate

● 7.3 Beginning to write

discursive
● 7.4 Giving a point of view

2. Vocabulary: Figures of Speech

March 3. Chapter 8: Descriptive

● English Language for Cambridge O
Writing
Level Course book by Graham Elsdon,
● 8.1 Describing places
Helen Rees-Bidder and Helen Toner
● 8.2 Describing events

● 8.3 Describing people

April Revision for Final Exams

● Paper 1: Question 1, Question 2, Question 3a and 3b

● Paper 2: Question 1-Directed Writing, Question 2- Composition

Discussion on Marking Criteria

May Final Exams

August
Content Learning outcomes

● CAIE paper pattern

● concept of levels and success criteria

● use grammar correctly, punctuate and spell

1.CAIE Exam Pattern accurately
● acquire and apply a wide vocabulary, alongside a
knowledge and understanding of grammatical
terminology, and linguistic conventions for
reading, writing and spoken language

Chapter 1: Reading Skills and Strategies

● identify different genres of fiction texts and the
elements of fiction (character, setting, theme,
plot)
● understand the difference between literal and
inferential comprehension questions
● understand the difference between explicit and
implicit meaning
● understanding precise meaning (own word
 questions)
● move beyond understanding of general literal
meaning (own word questions)
● skim read the passage for the gist of the text
before identification of questions
● notice how many marks there are for each
question
● formulate answer without question stem
Key Terms: Informative writing , fact, non-fiction, content, convey, evaluate, Passive and active
reading, implicit meaning, Structure your argument, Note making, Summary , Purpose, Skimming,
Scanning, Gist, Key words, Topic sentence, Structure.
Online Resources:
https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies/reading-
techniques
https://www.uopeople.edu/blog/reading-techniques/
https://www.waterford.org/resources/tips-to-help-students-build-better-reading-skills/
https://www.ereadingworksheets.com/worksheets/reading/short-stories/mr-brishers-treasure/
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)

September

Content Learning outcomes

● identify different genres of fiction texts and the
elements of fiction (character, setting, theme, plot)
● understand the difference between literal and
inferential comprehension questions
● understand the difference between explicit and
implicit meaning
● understanding precise meaning (own word
Chapter 2: Reading for Comprehension
questions)
● move beyond understanding of general literal
meaning (own word questions)
● skim read the passage for the gist of the text before
identification of questions
● notice how many marks there are for each question

● formulate answer without question stem

● describe how writers use figurative language to

Chapter 3: Analysis and explaining create atmosphere and setting
writer’s craft
● explain the effects of writers’ language choices to
 describe characters and people
● analyse how and why writers use sensory language
Key Terms: Informative writing , fact, non-fiction, content, convey, evaluate, Passive and active
reading, implicit meaning, Structure your argument, Note making, Summary , Purpose, Skimming,
Scanning, Gist, Key words, Topic sentence, Structure. chronological order, fiction, non-fiction, third
person, omniscient narrator, direct speech, Tone, Syntax, Non-fiction , Fiction , Explicit meaning,
Implicit meaning , Interpret , Fact , Purpose, Attitude, Structure, Convey, Summary, Quotation, Passive
reading, Scanning, Simile, Persuasive Writing, Evaluate.

● Tone (The mood implied by a piece of writing, conveyed through the writer’s choice of words,
sentence structures, etc.
● First person (A style of writing in which an individual or character who features in a piece of
writing describes their own experiences and thoughts using first-person pronouns such as ‘I’
or ‘we’
● Emotive language (Vocabulary choices designed to evoke a particular emotional response in
the reader
● Concision (Expressing information clearly and comprehensively using as few words as possible
● Expression ( The structures and vocabulary you use in your writing and the accuracy of your
spelling, punctuation and grammar.
Online Resources:
https://www.masterclass.com/articles/types-of-narrative-writing#4-types-of-narrative-writing
https://www.thoughtco.com/narrative-composition-term-1691417
https://self-publishingschool.com/narrative-writing/
https://www.allassignmenthelp.com/blog/descriptive-writing/
https://www.scribbr.com/academic-essay/descriptive-essay/
https://examples.yourdictionary.com/descriptive-text-examples.html
https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies/reading-
techniques
https://www.uopeople.edu/blog/reading-techniques/
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)

October
Content Learning outcomes

● explain how texts can be structured in different ways

1. Chapter 6: Writing Skills
for different effects

Key Terms: Audience, Tone, Register, Key words, Content, Note making, Skimming, Gist, First person.
Online Resources:
https://freedomtoteach.collins.co.uk/packing-a-punch-how-a-writers-use-of-language-can-create-
effects/
https://www.bbc.co.uk/bitesize/topics/zn8tkmn/articles/zmt2vk7#:~:text=Language%20choice%20is
%20key%20when,words%20and%20phrases%20all%20count.
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)
Chapter 9: Narrative writing ● use different techniques to generate and plan story
ideas
● write a range of different story openings
 ● use different sentence types for variety
● create engaging characters and give them dialogue
● use different techniques to shape and structure a story
● write effective story endings
Key Terms:
chronological order, fiction, non-fiction, third person, omniscient narrator, direct speech, Tone,
Syntax, Non-fiction , Fiction , Explicit meaning, Implicit meaning , Interpret , Fact , Purpose, Attitude,
Structure, Convey, Summary, Quotation, Passive reading, Scanning, Simile, Persuasive Writing,
Evaluate.

Non-fiction (A piece of writing in which the content is factual or about real people)
Fiction (A piece of writing that describes imaginary characters and events)
Explicit meaning (The obvious meaning of a word or phrase)
Implicit meaning (The meaning of the word or phrase that is suggested or can be deduced, but is not
stated openly
Interpret (To look beyond the literal meaning of a word or phrase and attempt to explain what the
writer is implying by the use of these words)
Fact (A statement that can be proved to be true)
Purpose (A writer’s reason for writing; it may be to entertain, persuade, inform, explain, etc.)
Structure (The overall organisation of the writing and the use of paragraphs to support this)
Attitude (The way authors or their characters think or feel about the subject about which they are
writing. Attitude is conveyed through all or some of an author’s choice of words, chosen point of view,
tone, voice, and sentence structure.)
Convey (Communicate; writers convey meaning when they make their ideas understandable to their
readers)
Summary (A restatement of the main points of a passage using their own and fewer words than the
original)
Quotation (A group of words taken from a text or speech and repeated in an answer e.g. to support a
point being made; the word or the phrase should be indicated by the use of quotation marks i.e.
inverted commas)
Passive reading (The process by which we register what we read e.g. on road signs, without
consciously having to think about the meaning of the words used)
Scanning (Reading sections of the passage or article more closely once you have established the
overall meaning by skimming, to find the most important points relating to the overall meaning
Simile (A descriptive comparison introduced by like or as, in which one thing is compared directly to
another)
Persuasive writing (Text produced by the writers who are using all their skills to encourage readers to
agree with their point of view)
Evaluation (To assess the value of something, e.g. an argument or line of reasoning
Online Resources:
https://www.masterclass.com/articles/types-of-narrative-writing#4-types-of-narrative-writing
https://www.thoughtco.com/narrative-composition-term-1691417
https://self-publishingschool.com/narrative-writing/
https://www.allassignmenthelp.com/blog/descriptive-writing/
https://www.scribbr.com/academic-essay/descriptive-essay/
https://examples.yourdictionary.com/descriptive-text-examples.html
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)

November- Revision for Mid Term Exams

December- Mid-term Exams

January
Content Learning outcomes
 ● write for a specific audience
● understand the uses of different voices for effect
● understand the use of different sentence types for
1. Chapter 6: Writing Skills effect
● explain how texts can be structured in different
ways for different effects

● understand audience, register and tone, awareness

of situation and audience in directed writing
● examine printed copies of exemplar articles and
write short commentaries on its merits
● identify similarities and differences between the
different features of articles and reports. read and
identify relevant content from Text 1 and Text 2
making note of the points in two columns
● probe ideas in the text and begin to evaluate

● use and develop the ideas contained in the

2. Chapter 7: Directed Writing passages, and add own original details
(Magazine article and Report writing)
● note where points in each text are similar/support
each other or contrast / seem to disagree
● identify a claim or assertion in each text which that
is unconvincing, or that could be challenged
● use rhetorical devices

● sequence the paragraphs to achieve a balanced

discussion overall
● use vocabulary and sentence structures appropriate
to context
● edit own work for inaccuracies
Articulate, deliberate effect, Consider, Describe, Evaluate, Explain, Identify, Summarise, Audience,
Tone, Register.
Online Resources:
https://www.myenglishteacher.eu/blog/difference-between-email-and-report/
https://www.totalsuccess.co.uk/letter-and-report-writing-skills-how-to-deal-with-letters-of-
complaints/
https://www.middlesex.mass.edu/ace/downloads/tipsheets/persvsargu.pdf
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)

February
Content Learning outcomes
1. Chapter 4: Summary Writing
● understand the nature and purpose of selective
summary tasks
● select and use specific ideas or details relevant to
the question set in an organised manner
(planning)
● differentiate between facts and opinion (advice,
criticism, argument etc.)
 ● extend and extrapolate the range of relevant
content through development of ideas
● identify and highlight given content points where
they occur in the text of a short passage
● identify redundant content

● use ‘topic sentences’ for the summary task

● show evidence of clear and concise summary style

throughout with precise focus and the use of own
words
● aim to use complex and compound sentences
containing more than one point with cohesive
devices (transitions and linking words)
● recast content to be clear and concise, not vague

● respect the word count and understand concept

of self-penalisation in writing
● imagine the role, and address audience directly

● specifically identify the purpose of the task

● formulate an opening that introduces clearly the

situation and purpose of the task, with the reader
in mind
● present reasons for the opinion given in response
to the question and justify it
● use clear and persuasive tone, though avoiding
being overtly casual
● assimilate and modify relevant ideas from the text
to support opinion identified
● identify different genres of fiction texts and the
elements of fiction (character, setting, theme, plot)
● understand the difference between literal and
inferential comprehension questions
● understand the difference between explicit and
implicit meaning
● understanding precise meaning (own word
2. Chapter 2: Reading for comprehension
questions)
● move beyond understanding of general literal
meaning (own word questions)
● skim read the passage for the gist of the text before
identification of questions
● notice how many marks there are for each question

● formulate answer without question stem

 Key Terms:
summary, purpose, adjective, metaphor, convey, quotation, passive voice, active voice, structure,
note-making, written expression, content, implicit meaning, explicit meaning, concession, objective,
impersonal, register, first person, interpret, equal weighting

Summary (A restatement of the main points of a passage using your own and fewer words than the
original)
Content (The subject matter of your writing)
Equal weighting (Of the same importance)
Concision (Expressing information clearly and comprehensively using as few words as possible)
Online resources:
http://www.laspositascollege.edu/raw/summaries.php
https://edtechbooks.org/academic_a_writing/writing_a_summary
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)

March
Content Learning outcomes
● use figurative language to describe places, events
and people
● use different points of view and perspectives
● plan and think of ideas for descriptive writing
1. Chapter 8: Descriptive Writing
● write a variety of engaging opening sentences
● use sense descriptions to develop the content of
their writing
● make effective verb choices to describe characters
Key Terms:
chronological order, fiction, non-fiction, third person, omniscient narrator, direct speech, Tone,
Syntax.

Chronological order (The order in time in which things happened)

Omniscient narrator ( A narrator who knows everything that happens in a story)
Syntax (The arrangement of words in a sentence
Third person (A style of writing in which a narrator relates all the action through third-person
pronouns such as ‘he’, ‘she’ or ‘they’ in fiction, a third-person narrative allows a narrator to know the
thoughts and feelings of all of the characters in a story
Online resources:
https://blog.empoweringwriters.com/toolbox/what-is-narrative-writing
https://www.grammarly.com/blog/narrative-writing/
https://www.scribbr.com/academic-essay/narrative-essay/#:~:text=A%20narrative%20essay
%20tells%20a,creative%2C%20unlike%20most%20academic%20writing
Other Resources:
Cambridge O level English Language Second Edition by John Reynolds and Patricia Acres (Hodder
Education)

April - Revision

May - Final Exams