TEACHING ORGANISER

Chapter 2

It’s a Small World

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Name of Teacher(s): Pn. Thana & Pn. Yuhaida
Form Duration(weeks) Grammar Item(s)
4.1.7 Identify and use tenses appropriately
according to context
1 UKM, UM, UPM, USM & UUM 3 weeks (i) simple present tense

4.1.11 Identify and use question forms

appropriately according to context
(ii) yes / no questions/ statements

Domain (s) Theme Topic

1. Personal
Science & Technology It’s a Small World
2. Public

EXPECTATIONS
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 (questions/statements to be answered while and after lessons-similar to objectives)
1.) Do you prefer social networking or face-to-face communication?
2.) Compare and contrast forms of communication.

TEACHING AND LEARNING STRATEGIES

1.) Inquiry-Based Learning

2.) Project-Based Learning

3.) Pupil- Centerd

4.) Cooperative Learning

CROSS-CURRICULAR ELEMENTS

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 1.) Language

2.) Creativity and Innovation

3.) Information and Communication Technology

Listening and Speaking

Duration: 1 hour

Content Standard(s):

1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures

Learning Standard(s):

1.4.1 Express feelings and give simple descriptions of personal experiences orally

1.4.2 Participate in simple conversations using speech acts:

(iii) invitation

(v) request

Activity (ies):

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 - Listening to a telephone conversation.

- Identify the invitations and requests made.

- Role-play

- Think-pair-share

- Complete posts on social media by making appropriate invitations.

Formative Assessment:

- Group discussion

Resources:

- Notes on making invitations and making requests.

Reflection:

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Reading Duration: 1 hour

Content Standard(s):

2.1 Demonstrate understanding of a variety of texts using a range of strategies to construct meaning

2.2 Apply a range of strategies to comprehend texts related to everyday living

2.3 Analyse and evaluate various texts

Learning Standard(s):

2.1.2 Understand meanings of words from print media by using

(i) dictionary

2.2.1 Demonstrate understanding by

(i) identifying main ideas in given texts

2.3.1 Read various texts and retrieve information by:

(i) skimming and scanning

Activity(ies):

- Brainstorm on the topic of “Social Networking”

- Read given texts and underline unfamiliar words.

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 - Match words to their meanings.

- Pick out words and phrases from the article that are related to social networking.

- List out messaging applications used

Formative Assessment:

- Comprehension questions exercise

Resources:

- Internet: www. Internetsociety.org/your-digital-footprint-matters

Reflection:

Writing Duration: 1.5 hours

Content Standard(s):

3.1 Apply appropriate writing skills and strategies

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3.2 Produce a variety of texts for creative, personal, academic and functional purposes

Learning Standard(s):

3.1.3 Apply pre-writing strategies:

(ii) note-taking
(iii) outlining.

3.2.1 Write for academic and functional purposes:

(i) email

Activity(ies):

- Identify abbreviations and short forms used in given e-mail

- Rewrite e-mail without short form and abbreviations

- Write a reply to an e-mail

Formative Assessment:

- Peer-editing of scripts/ Teacher-guided discussion or checking of scripts

Resources:

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 - Read on sample e-mail

- Read on tips to write e-mail

Reflection:

Grammar Duration: 1 hour

Content Standard(s):

4.1 Identify and use language structures appropriately according to context

Learning Standard(s):

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4.1.7 Identify and use tenses appropriately according to context
(i) simple present tense

4.1.11 Identify and use question forms appropriately according to context

(ii) yes / no questions/ statements

Activity(ies):

- Complete sentences given with simple present tense.

- Use simple present tense to write paragraph.

- Convert statement to questions. Then, give correct positive and negative responses

Formative Assessment:

- Group discussion/ Presentation within pupils’ group

Resources:

- Notes on how simple present tense is used

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Reflection

ACTION-ORIENTED TASK(S)
(These action-oriented tasks ensure that all the four language skills and the Grammar elements
Duration: 3hours
taught are integrated to emulate real-life situations. These tasks and experiences will be the bridging that helps students to overcome
challenges in real life which require them to communicate in English.)

Content Standard(s):

3.1 Apply appropriate writing skills and strategies

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4.1 Identify and use language structures appropriately according to context

Learning Standard(s):

3.1.4 Select relevant information and elaborate / extend / explain ideas using appropriate cohesive devices

4.1.7 Identify and use tenses appropriately according to context

(i) simple present tense

4.1.11 Identify and use question forms appropriately according to context

(ii) yes / no questions/ statements

Activity(ies):

- Create quizzes

- Setting up stations to test whether the quizzes are workable

- Invite friends to try the quizzes

Assessment:

- Group discussion/ pair-work

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Resources:

- Read on sample quizzes

Reflection:

Literature in Action Duration: 3 hours

Content Standard(s):

5.1 Engage and respond to a variety of literary texts to express understanding of the broader world of ideas and concepts

5.2 Use a wide range of literary texts to convey views for different purposes and audiences, and relate them to real life
situations

Learning Standard(s):

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5.1.1 Listen to and respond orally to various literary works

5.1.2 Read and understand various literary works

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.

Activity(ies):

- Read the mordenised version of “The Shepherd Boy.”

- Compare the original version with the modern version.

- Find phrases or words in the story that reflect feelings of fear, humour and anger.

- Convert the story into a short play. Write the script and act it out.

- Read the short story “Fair’s Fair”

- Talking about the theme of the short story “Fair’s Fair”

Formative Assessment:

- Group discussion/ Teacher-guided discussion or checking of scripts and present

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Resources:

- Textbook

- Internet: http://www.first-school.ws/theme/fables/shepherd-boy-wolf.htm

Reflection:

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