SMK TENGKU KUDIN

ENGLISH FORM 1
TEACHING ORGANISER
DATE : 23 JANUARY 17 FEBRUARY 2017
Name of teacher(s):
1. Khairul Asyahril bin Mat Nor
2. Maznah binti Salleh
3. Ho Peck Chin
4. Sudiana binti Sudin
5. Rajuna a/p Sinakaruppan
Form Duration (weeks) Grammar Item(s)
1 Ungku Aziz Identify and use tenses appropriately
4.1.7 according to context:
1 Zamrud i. Simple present tense
1 Berlian 3 Identify and use question forms
1 Mutiara 4.1.11 appropriately according to context:
ii. Yes/ No questions/ statements
1 Delima

Domain Theme Topic

1. Personal 1. Science & Technology 1. Its A Small World
2. Educational
 Expectations
(questions/statements to be answered while and after lessons-similar to objectives)
1. Listen to a conversation and identify invitations and requests.
2. Speak politely to invite or make requests.
3. Compose an email
4. Read an article on social networking security.
5. Learn about:
a. Simple present tense.
b. Yes/ No questions and statements.
6. Practice /I/ and /i:/
7. Appreciate a short story.

Teaching and Learning Strategies

1. Co-operative learning i-ThiNK Tools
2. Student-centredness o Circle map
o Tree map
o Flow map
o Double bubble map

Cross-Curricular Elements
1. Science and technology
2. Information and
Communication Technology
(ICT)
The development of scientific and technological attitudes, approaches and skills necessary to
cope with the rapidly changing environment for problem-solving and decision making.
Using resources such as multimedia and the Internet in teaching and learning to inculcate creativity and
spark interest.
Listening and Speaking Duration: 2 hours
1.1 Listen to and use correct pronunciation, stress, rhythm and intonation patterns to communicate
Content Standard(s):
1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures
Listen to, discriminate and pronounce accurately:
1.1.1
(i) long and short vowels
Express feelings and give simple descriptions of personal
1.4.1
Learning Standard(s): experiences orally
Participating in simple conversations using speech acts:
1.4.2 (iii) invitation
(v) request
Bands 1-2 (Low) Bands 3-4 (Intermediate) Bands 5-6 (High)
Say words with short and long Tick the correct sentence based on Listen to a dialogue and complete a
vowels correctly the spoken text flow chart
Discern /I/ and /i:/ sounds correctly. In pairs, discuss the benefits of Role-play: Invite friends to an event
Listen to a telephone conversation invitations and requests from the and make relevant requests. The
Activities: telephone conversation.
and complete a tree map role play must contain:
Practise making invitations and In pairs, talk about pros and cons of o Invitations
requests. computer gaming, and discuss o Requests
Practice accepting or declining beneficial activities during leisure o Response to invitations and
invitations and requests. time. requests.
1. Discern short and long vowel sounds.
2. Organise ideas in listening text in graphic organiser
Formative Assessment:
3. Making invitations and requests.
4. Responding to invitations and requests.
Textbook
Google Drive document
Resources:
Audio-visual aids
Date of completion: 03/2/2017
Reflection: Class went according to plan. Pupils were able to complete tasks satisfactorily. However, they still need more practice, particularly
when making requests politely.

Reading Duration: 1 hour

2.1 Demonstrate understanding of a variety of texts using a range of strategies to construct meaning.
Content Standard(s): 2.2 Apply a range of strategies to comprehend texts related to everyday living.
2.3 Analyse and evaluate various texts
Understand meanings of words from print media by using:
2.1.2
(i) dictionary
Demonstrate understanding by:
Learning Standard(s): 2.2.1
(i) identifying main ideas in given texts
Read various texts and retrieve information by:
2.3.1
(i) skimming and scanning
Bands 1-2 (Low) Bands 3-4 (Intermediate) Bands 5-6 (High)
Discuss etiquettes and security Answer comprehension questions Investigate and discuss trends in
considerations when using social and complete a circle map using social media.
Activities: media. Assign word to meanings given Look for information regarding
Read an article on safety when popular social networking tools.
using social media. Discuss future forms of social media
and social networking.
1. Give meaning to words
2. Organise ideas in graphic organiser
Formative Assessment: 3. Comprehension questions
4. Look for additional information to support understanding.
5. Predicting future ways of sharing and communicating.
Reading text
Task sheets
Resources:
I-Think maps
Graphic organiser.
Date of completion: 03/02/2017
Reflection: Pupils were able to complete tasks. They needed more reading when it came to the prediction activity. They seemed unable to
come up with ideas on their own. During the class discussion, they were able to identify some of the ways of communicating. In their own
groups, the discussion became stagnant and repetitive with ideas being repeated indiscriminately.
Writing Duration: 1 hour
3.1 Apply appropriate writing skills and strategies.
Content Standard(s):
3.2 Produce a variety of texts for creative, personal, academic, and functional purposes.
3.1.3 Apply pre-writing strategies:
(ii) note taking
Learning Standard(s): (iii) outlining
3.2.1 Write for academic or functional purposes:
(i) email
Bands 1-2 (Low) Bands 3-4 (Intermediate) Bands 5-6 (High)
Identify and interpret popular Organise ideas in a tree map. Reply to an email while observing
abbreviations and short forms in Reply to an email adequately. these etiquettes:
communication. o Proper spelling and grammar
Rewriting an email by replacing o Meaningful subject line
Activities: abbreviations and short forms. o Immediate answer or reply
o Correct choice of recipient
o Proper attachments.
Note: Pupils must have an email
address. Teacher should assist pupils to
obtain one if they have none.
1. Give meaning to popular abbreviations and short forms.
Formative Assessment: 2. Organising ideas.
3. Reply to an email.
e-mails.
Laptops / Computers
Resources:
Internet connection.

Date of completion: 10/02/2017

Reflection: The attempt to use ICT equipment is impractical. The time it took to set up the emails meant that there was no time left to write
emails. Giving it as homework was also useless as some pupils dont have internet access, while a majority of them is staying in the hostel. In
the end, I had to print blank email templates and ask them to reply to emails using those instead.
Grammar Duration: 0.5 hours
Content Standard(s): 4.1 Identify and use language structures appropriately according to context.
Identify and use tenses appropriately according to context:
4.1.7
(i) simple present tense
Learning Standard(s):
Identify and use question forms appropriately according to context:
4.1.11
(ii) yes/ no questions and statements.
Bands 1-2 (Low) Bands 3-4 (Intermediate) Bands 5-6 (High)
Complete sentences with correct subject-verb agreement between the simple present tense and the third person
singular.
Activities: Writing a paragraph describing routines.
Convert statements into questions and vice versa.
Responding to yes/ no questions.
1. Matching simple present tense to correct subject.
Formative Assessment: 2. Use simple present tense correctly in a paragraph.
3. Ask and respond to yes/ no questions correctly and appropriately.
Task sheet
Text book
Resources:
Grammar Mastery Form 1

Date of completion: 10/02/2017

Reflection: A bit of a problem when it came to converting statements to questions. Apart from that, there was no real issues with the
module apart from time, as pupils need more time to make sense and digest the information presented.
Action-Oriented Task(s) Duration: 3 hours
(These action-oriented tasks ensure that all the four language skills and the Grammar elements
taught are integrated to emulate real-life situations. These tasks and experiences will be the bridging that helps pupils to overcome
challenges in real life which require them to communicate in English.)
2.3 Analyse and evaluate various texts.
Content Standard(s): 2.4 Read independently and extensively to explore and expand ideas for personal development.
3.1 Apply appropriate writing skills and strategies.
2.3.2 Read various texts and select information for specific purposes.
Learning Standard(s): 2.4.1 Read a variety of texts from various media to obtain information to solve simple problems.
3.1.1 Write simple sentences correctly.
Whole-class discussion and group assignments. Different group will assume different roles and complete different
tasks. This lesson requires everyone to play different roles.
Activity(ies): Answer various online quizzes with supervision.
Plan and design an online quiz.
Publish a quiz online.
1. Design and publish a quiz online.
Formative Assessment:
2. Answer quizzes and give feedback.
Groupwork materials
Resources:

Date of completion: 17/02/2017

Reflection: Ended up drafting and carrying out the quiz on paper. The quizzes produced were also very rudimentary, bordering on
childish in some instances.
Literature in Action Duration: 3 hour
Engage and respond to a variety of literary texts to express understanding of the broader world of
5.1
ideas and concepts.
Content Standard(s):
Use a wide range of literary texts to convey views for different purposes and audiences, and relate
5.2
them to real life situations.
5.1.1 Listen to and respond orally to various literary works.
5.1.2 Read and understand various literary works.
Learning Standard(s):
5.2.2 Produce a new genre from the literary text read.
5.2.3 Create and produce linear and/or graphic presentation in a fun manner
Bands 1-2 (Low) Bands 3-4 (Intermediate) Bands 5-6 (High)
Compare the original version and the modernised version of The Shepherd Boy a.k.a The Boy Who Cried Wolf!
Activities:
Match words or phrases to meanings.
Writing a script for a short play.
1. Finding similarities and differences between two versions of the story.
Formative Assessment: 2. Writing a script for the story or a part of the story.
3. Staging a short play based on the script written.
Textbook
Task sheets
Resources:
Original story

Date of completion: 17/02/2017

Reflection: The scripts produced were nothing more than taking the dialogues from the story and rewriting them in a different form. Still,
at least they were given exposure to writing scripts and storyboards.
FRAME OF WORK

WEEK MODULE DURATION (HOURS)

READING 0.5
GRAMMAR 0.5
1
LISTENING AND SPEAKING 1
LITERATURE IN ACTION 1
WRITING 0.5
LITERATURE IN ACTION 1
2
ACTION-ORIENTED TASK 1.5
LISTENING AND SPEAKING 1
READING 0.5
3 ACTION-ORIENTED TASK 1.5
LITERATURE IN ACTION 1

Teachers signature: Principals signature:

Name: KHAIRUL ASYAHRIL B MAT NOR Name:

Date: 17/02/2017 Date: