TEACHING ORGANISER

Name of Teacher(s):
Form

Duration(weeks)
1

Domain (s)
1) Public
2) Educational

3 weeks

Theme

Grammar Item(s)
4.1.5 Identify and use verbs appropriately
according to context:
(i) regular
(ii) irregular verbs
4.1.7 Identify and use tenses appropriately
according to context:
Simple Past Tense.

Topic

Health & Environment

Natures Warning!
(page 25 -36 )

EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to objectives)
1) The causes and effects of floods.
2) Knowing about Air Pollution Index (API) and haze

TEACHING AND LEARNING STRATEGIES

1) Collaborative Learning
2) Student-centeredness

CROSS-CURRICULAR ELEMENTS
1) Values appreciate our beauty nature and take care our environment.
2) Language Language registers in order to develop ideas and communicate effectively
3) i-Think tools flow map , circle map , multi-flow map

Listening and Speaking

Duration: 1 hour

Content Standard(s): 1.2 Can listen to, engage and interpret meaningful conversations

Learning Standard(s): 1.2.1(F1) Can listen to and respond to directions, instructions and procedures.
Activity(ies):
- Listen to an audio and complete the bar graph in a worksheet (Task 1) pg 26
- Pair-work discussion (Task 2) pg 26
- Whole-class discussion( Task 3) pg 26

Formative Assessment: Oral presentation in the classroom

Resources: Internet: http://www. Goo.gl/fyBHF2

Reflection:

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 comprehends texts related to everyday living.
Learning Standard(s): 2.1.2. Understand meanings of words from
print media by using dictionary

Learning Standard(s): 2.2.1 Demonstrate understanding by

identifying main ideas in given texts

Activity(ies):
-

Brainstorm on the topic of The Haze(pg 28, Textbook)

- Read a given text , underline unfamiliar words and find the meaning in dictionary
- Orally state 6 levels of Health Concern in Air Pollution Index
- State 3 main idea of each of the speaker in given text.
Formative Assessment:
Information-transfer exercise
Resources:
Internet : http://www.waqi.info

ii. http://www.asianscientist.com/2015/10/features/science-facts- haze/

Reflection:

Writing

Duration: 1.5 hours

Content Standard(s): 3.1 Apply appropriate writing skills and strategies effectively.
3.2 Produce a variety of text for creative, personal, academic and functional purposes.
Learning Standard(s): 3.1.2(F1) Can organise and write ideas in a paragraph :
a) titles for a paragraph b) captions for illustrations, posters and cartoons.
3.1.3(F1) Can apply pre-writing strategies:
a) brainstorming (mind-maps, bubble maps, etc.)

b) note-taking

3.1.4(F1) Can select relevant information and elaborate/extend/ explain ideas using appropriate cohesive devices
3.2.1 .
Can write for academic and functional purposes:
(iii) Letter

Activity(ies):
Task1 (pg 32,textbook)
- Write a letter complaint to the

principal about some anti-eco-friendly activities in your school.

Formative Assessment:
Peer-editing of scripts / Teacher-guided discussion or checking of scripts
Resources:
Notes on format a formal letter.
Reflection:

Grammar

Duration: 1 hour

Content Standard(s): 4.1 Can identify and use language structures appropriately according to context.
4.2 Can apply grammatical rules at word, phrase and sentence levels correctly and
meaningfully.
Learning Standard(s):

4.1.5 (F1) Can identify and use verbs appropriately according to context :
(i)
Regular
(ii)
Irregular verbs
4.1.7 (F1) Can identify and use verbs appropriately according to context :
(i) Simple past Tense
4.2.1

Can construct simple sentences correctly and meaningfully.

Activity(ies):
Task 1 (pg33 , Text book) Change underlined verbs to Simple Past Tense .(Discuss in groups)
Task 2 (pg 33 , Text book) Fill the correct verbs in the Simple Past Tense .(Discuss in groups)
Formative Assessment:
Group discussion / presentation within students groups

Resources:
Reflection:

ACTION-ORIENTED TASK(S)(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 students to overcome challenges

Duration : 3 hours

in real life which require them to communicate in English.)

Content Standard(s): 1.2 Can listen to, engage and interpret meaningful conversations
3.1 Can apply appropriate writing skills and strategies effectively.
Learning Standard(s): 1.2.1(F1) Can listen to and respond to directions, instructions and procedures.
.

1.4(F1) Can select relevant information and elaborate/extend/ explain ideas using appropriate cohesive
devices.

Activity(ies):
Celebration Word Environment Day with some activities like treasure hunt , speeches and others
Assessment:

Resources:
Reflection:

Literature in Action

Duration: 3 hours

Content Standard(s): 5.1 Can engage and respond to a variety of literary texts to express understanding of the broader
world of ideas and concepts

5.2 Can 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): 5.1.2
5.1.3
5.2.1
5.2.2

Can read and understand various literary works.

Can share personal responses of issues related to literary works and develop new ideas or solve
problems.
Can identify meaning of words based on context.
Can produce a new genre from the literary text read.

Activity(ies): Reading and understanding the graphic novel King Arthur

Discuss the synopsis and plot of story .
A group-work to play role of characters in the story .

Formative Assessment: Oral presentation via pair-work

Resources: Literature Component text (Fairs Fare Form 1 King Arthur )

Reflection: