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356 | Qatar English scheme of work | Grade 12A | Unit 12A.8 | Identity Education Institute 2005

11 hoursSUPPORTING STANDARDS

including Grade 11A standards

CORE STANDARDS

Grade 12A standards

EXTENSION STANDARDS

Grade 12A standards

11A.7.2 Recognise that a narrative can be

presented from different perspectives:

understand that stories commonly have

an unknown narrator and recognise how

this is marked in the text through the

use of third person references to

characters, places and events.

12A.7.1 Extend work on narratives from Grade 11 Advanced, to

understand:

how authors choose language to influence readers;

how narratives are differently structured, noting how paragraphs

and chapters are used separate, sequence and link the text;

how the point of view in narratives varies and can be

manipulated for effect.

12A.9.2 Drawing on experiences of reading, plan and compose extended

narratives based on known or imagined stories, personal

experiences or recounts of events, showing ability to:

select and use a narrative voice consistently;

select and present themes and topics in ways that capture areaders interest;

provide clues in the text for readers which signal forthcoming

actions, events, draw the reader to predict and make

assumptions, and lead towards a conclusion;

relate events coherently showing the passage and duration of

time, and demonstrating some ability to present events in non-

sequential ways;

include dialogue or reported speech as appropriate;

select vocabulary precisely to portray characters and createmoods and settings;

show some control of idiomatic and figurative language;

use a variety of complex and simple sentence forms to create

interest, emphasis, tension;

draw the narrative to an effective conclusion;

structure the text in paragraphs which break the narrative into

coherent and connected parts.

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11 hoursSUPPORTING STANDARDS

including Grade 11A standards

CORE STANDARDS

Grade 12A standards

EXTENSION STANDARDS

Grade 12A standards

12A.8.5 Consolidate use of common word-

processing software such as Microsoft

Word to plan, compose, edit and present

own writing.

12A.9.3 Drawing on experience of reading, compose information texts

which present information based on personal knowledge or

research, showing ability to:

construct a clear plan in the form of notes, a summary, a flow-

chart, or concept map showing the main elements and the

connections between them, as a basis for writing;

tailor the text to a particular audience;

synthesise information from a range of sources;

select vocabulary and typical language to suit the purpose;

organise texts in ways appropriate to their content by

chronology, priority, comparison and signpost this clearly for the

reader;

use ICT to organise and present the text attractively and in ways

that help the reader, using headings, lists, paragraphs,

diagrams and, where possible, illustrations that are drawn,

scanned or pasted as appropriate;

follow basic conventions of recording and acknowledging

sources in footnotes, bibliographies or forewords by attributing

reported speech, mentioning a book, website, author in the text,

as relevant.

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Activities

Objectives Possible teaching activities Notes School resources

6 hoursNational identity

Students are able to:

use English monolingual

dictionaries and a

thesaurus in paper-based

format and online to check

pronunciation of words and

the part of speech, and

look at word etymology aspart of vocabulary study in

order to increase

understanding of

morphology;

address an audience for a

variety of presentation

purposes.

Allow students one minute to write down 68 words or phrases about themselves. Encourage

students to use a dictionary to find the precise meaning of words.

In groups of four, students compare their lists and attempt to categorise the list of words and

phrases, for example, words that describe personality, physical appearance, nationality, family,

values, etc.

On the board, draw a spidergram or mind map for the question Who am I? Elicit some of the

categories and add them to the spidergram, for example:

Students then add their words and phrases to the spidergram. Discuss new vocabulary.

Students look at their original list of words and phrases and identify the dominant category.

They compare with the rest of the class and discuss what this tells us about their own sense of

identity.

This unit has curriculum links with

citizenship.

In classes that get on well together, students

can first list words or phrases about

themselves and then about a partner. They

then compare and justify their lists.

This column is blank for

schools to note their own

resources (e.g. textbooks,

worksheets).

Ask questions to check that students understand the differences between England, Britain

(England and Wales), Great Britain (England, Scotland and Wales) and the United Kingdom

(England, Scotland, Wales and Northern Ireland). Use a map to show students the different

countries in the UK. Briefly describe the political structure.

Unit 12A.8

Who am I?

values personality

faith

family

nationality

physical appearance

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Objectives Possible teaching activities Notes School resources

Discuss the need to acknowledge sources in written work and oral presentations. Present

samples that follow basic conventions of recording and acknowledging sources in footnotes,

bibliographies or forewords by attributing reported speech, mentioning a book, website, author

in the text, as relevant.

3 hours

Genes

Students are able to:

search the internet forinformation related to a

topic; collate by cutting and

pasting to make a coherent

whole;

skim and scan written and

screen-based texts fro

information;

speak on a technical

subject related to other

study as a result of

research, referring to notes

but converting ideas into

the spoken medium;

acknowledge sources, as

appropriate to the text.

Students read an article about identical twins, for example, twins who become separated at

birth and reunite later in life and find they have remarkable similarities in taste and lifestyle. Use

the reading as an introduction to the debate about nurture versus nature.

Students work in groups to conduct research into genes and identity. Revise skimming and

scanning techniques, active reading strategies (standards 12A.6.8 and 12A.6.9), evaluating

texts and websites in general for relevance and fitness of purpose (see standard 12A.6.6) and

note-taking techniques.

In small groups students conduct research and make notes. They use their notes to make a

presentation to the whole class.

Encourage students to enhance their presentation by downloading graphics for use on an OHT.

Discuss the need to acknowledge sources.

The Science Museum (London) has

excellent online resources on Genes and

human behaviour and Genes and

inheritance. See

www.sciencemuseum.org.uk/exhibitions/

genes/159.asp.

This section has curriculum links with

science.

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Assessment

Possible assessment activities Notes School resources

ListeningStudents listen to an interview on a topic related to identity and respond to comprehension

questions.

Listening carries approximately 20% of the

assessment weighting for this grade.

Speaking In small groups, students discuss a character in a novel. Speaking carries approximately 30% of the


Reading Students read a gapped text on a topic related to identity and fill in the missing words. Reading carries approximately 20% of the


Writing Students write a text of approximately 300 words describing a character in a novel. Writing carries approximately 30% of the


Unit 12A.8

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