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    Teaching Organiser-Chapter 6

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    smk abdul samad
    This document provides an overview of a 3-week teaching plan focused on traditional games versus online games. The plan includes the following: 1. The teacher's name, the duration of the plan, grammar items covered (possessive, demonstrative, and interrogative nouns), and domains/themes addressed. 2. Expected learning outcomes for students centered around comparing traditional and new games. 3. Teaching strategies like cooperative learning, self-access learning, and using creativity/innovation tools. 4. Integration of subjects like science/technology, values, and cross-curricular elements in lessons and activities. 5. Detailed outlines for lessons on listening/speaking, reading,

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    © All Rights Reserved
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    Teaching Organiser-Chapter 6

    Uploaded by

    smk abdul samad
    1K views8 pages
    This document provides an overview of a 3-week teaching plan focused on traditional games versus online games. The plan includes the following: 1. The teacher's name, the duration of the plan, grammar items covered (possessive, demonstrative, and interrogative nouns), and domains/themes addressed. 2. Expected learning outcomes for students centered around comparing traditional and new games. 3. Teaching strategies like cooperative learning, self-access learning, and using creativity/innovation tools. 4. Integration of subjects like science/technology, values, and cross-curricular elements in lessons and activities. 5. Detailed outlines for lessons on listening/speaking, reading,

    Original Description:

    KSSM English Form 1 - Teaching Organiser Chapter 6 : Ready, Set, Action!

    Original Title

    Teaching Organiser-chapter 6

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    This document provides an overview of a 3-week teaching plan focused on traditional games versus online games. The plan includes the following: 1. The teacher's name, the duration of the plan, grammar items covered (possessive, demonstrative, and interrogative nouns), and domains/themes addressed. 2. Expected learning outcomes for students centered around comparing traditional and new games. 3. Teaching strategies like cooperative learning, self-access learning, and using creativity/innovation tools. 4. Integration of subjects like science/technology, values, and cross-curricular elements in lessons and activities. 5. Detailed outlines for lessons on listening/speaking, reading,

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views8 pages

    Teaching Organiser-Chapter 6

    Uploaded by

    smk abdul samad
    This document provides an overview of a 3-week teaching plan focused on traditional games versus online games. The plan includes the following: 1. The teacher's name, the duration of the plan, grammar items covered (possessive, demonstrative, and interrogative nouns), and domains/themes addressed. 2. Expected learning outcomes for students centered around comparing traditional and new games. 3. Teaching strategies like cooperative learning, self-access learning, and using creativity/innovation tools. 4. Integration of subjects like science/technology, values, and cross-curricular elements in lessons and activities. 5. Detailed outlines for lessons on listening/speaking, reading,

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 8

    TEACHING ORGANISER

    NAME OF TEACHERS

    FORMS

    1
    2
    3
    4
    5
    6
    7
    8

    AR
    A
    B
    C
    D
    E
    F
    G

    DURATION
    GRAMMAR ITEM(S)

    3 WEEKS

    DOMAIN (S)

    Environmental

    THEME
    TOPIC

    Science and Technology


    Ready, Set, Action!

    4.1.2 Identify and use nouns appropriately


    according to context:
    (i) possessive
    (ii) demonstrative
    (iii) interrogative

    EXPECTATIONS
    (questions/statements to be
    answered while and after lessonssimilar to objectives)

    Traditional game
    Technology advancements new games
    Talk about favourite pastime

    TEACHING AND LEARNING


    STRATEGIES

    Cooperative learning
    Self -access learning
    Science and Technology
    Creativity and Innovation
    Values

    CROSS-CURRICULAR ELEMENTS

    i-THiNK tools
    Double bubble map

    Listening and Speaking


    Duration: 2 hours
    Content Standard(s):
    1.3.1 Listen to spoken, audio and visual texts to:
    (i) retrieve main ideas
    (ii) retrieve supporting details
    1.3.2 Listen to and respond to spoken, audio and visual texts to:
    (i) compare and contrast
    1.4.1 Express feelings and give simple descriptions of personal experiences orally

    Learning Standard(s):
    1.3.1 Listen to spoken, audio and visual texts to:
    (i) retrieve main ideas
    (ii) retrieve supporting details
    1.3.2 Listen to and respond to spoken, audio and visual texts to:
    (i) compare and contrast
    1.4.1 Express feelings and give simple descriptions of personal experiences orally

    Activity(ies):
    - Listen to the history of games and a game review
    - listen to the text and complete the timeline
    - students take turn to ask and answer questions
    - complete the double bubble map.
    - listen to a review on a computer game and jot down the details in the following table.
    - talk about a computer game

    Formative Assessment:
    - Role-play
    - Class assessment

    Resources:
    Text book page 64 & 65

    Reflection:

    Reading
    Duration: 1.5hours
    Content Standard(s):
    2.1.1 Read and develop vocabulary skills by understanding:
    (i) similes
    2.2.1 Demonstrate understanding by:
    (i) identifying main ideas in given texts.
    2.2.3 Analyse and infer information by:
    (i) using textual clues to predict outcomes or conclusions
    2.3.1 Read various texts and retrieve information by:
    (i) skimming and scanning

    Learning Standard(s):
    2.1.1 Read and develop vocabulary skills by understanding:
    (i) similes
    2.2.1 Demonstrate understanding by:
    (i) identifying main ideas in given texts.
    2.2.3 Analyse and infer information by:
    (i) using textual clues to predict outcomes or conclusions
    2.3.1 Read various texts and retrieve information by:
    (i) skimming and scanning

    Activity(ies):
    - Read the article about movie ratings
    - Find the meaning, antonym and synonym of the words
    - Fill in the table with an appropriate expression from the text.
    - State whether the statements true or false.
    - Match the arguments with the speaker
    - Study and understand about similes
    Formative Assessment:
    - Able to read the article and understand the meaning of the words given.
    - Able to answer the questions correctly.
    - Teacher assessment
    Resources:
    - textbook page 66, 67 & 68
    - http://examples.yourdictionary.com/examples-of-similes.html
    - http://www.ereadingworksheets.com/figurative-language/figurative-language-

    examples/simile-examples/

    Reflection:

    Writing
    Duration: 1.5hours

    Content Standard(s):
    3.1.1 Write simple sentences correctly
    3.1.3 Apply pre-writing strategies:
    (i) brainstorming (mind maps, bubble maps, etc)
    3.1.5 Use a variety of sentence structures to elaborate, extend ideas in paragraphs
    organisational structures
    (i) topic sentences
    (ii) thesis statement

    Learning Standard(s):
    3.1.1 Write simple sentences correctly
    3.1.3 Apply pre-writing strategies:
    (i) brainstorming (mind maps, bubble maps, etc)
    3.1.5 Use a variety of sentence structures to elaborate, extend ideas in paragraphs
    organisational structures
    (i) topic sentences
    (ii) thesis statement

    Activity(ies):
    - Writing movie-ratings
    - writing a response in a blog
    - brainstorming issues on movie rating
    - write a topic sentences on movie ratings
    - write supporting details

    Formative Assessment:
    - Teacher assessment
    Resources:
    https://en.wikipedia.org/wiki/Motion_Picture_Association_of_America_film_r
    ating_system
    Reflection:

    Grammar
    Duration: 1 hour
    Content Standard(s):
    4.1.2 Identify and use nouns appropriately according to context:
    (i) possessive
    (ii) demonstrative
    (iii) interrogative

    Learning Standard(s):
    4.1.2 Identify and use nouns appropriately according to context:
    (i) possessive
    (ii) demonstrative
    (iii) interrogative

    Activity(ies):
    - Study the demonstrative pronouns ,interrogative pronouns and possessive
    pronouns
    - Complete the dialogue with the suitable demonstrative pronouns
    - Complete the questions with interrogative pronouns
    - Rewrite the sentence using possessive pronouns
    Formative Assessment:
    - Teacher assessment.
    Resources:

    http://grammar.yourdictionary.com/parts-of-speech/pronouns/what-is-a-

    demonstrative-pronoun.html

    http://www.gingersoftware.com/content/grammar-rules/interrogativepronouns/
    https://learnenglish.britishcouncil.org/en/englishgrammar/possessives/possessives-pronouns

    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 reallife 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.)

    Duration: 1.5 hours


    Content Standard(s):
    3.2.2 Write for creative and personal expressions:
    (iii) posters and slogans
    Learning Standard(s):
    3.2.2 Write for creative and personal expressions:
    (iii) posters and slogans
    Activity(ies):
    Prepare a scrapbook or a PowerPoint presentation on the title
    Traditional Games vs Online Games
    Do a research on the traditional games and online games

    Interview grandparents or parents


    Look up materials in the library
    Find photographs or draw pictures
    Complete the conversation with the correct expressions
    Complete the bubble map
    Create scrapbook with all the information gathered.
    Assessment:
    - Teachers assessment
    - Class assessment
    Resources:
    - Textbook, magazine, articles and other information that they can find using the
    internet.
    - http://traditionalgamesinmalaysia.blogspot.my/p/types-of-games.html
    - https://en.wikipedia.org/wiki/PC_game

    Reflection:

    Literature in Action
    Duration:

    1 hour

    Content Standard(s):
    5.1.2 Read and understand various literary works
    5.2.4 Share personal responses to literary works through performances

    Learning Standard(s):
    5.1.2 Read and understand various literary works
    5.2.4 Share personal responses to literary works through performances
    Activity(ies):
    - Students study the poem the craze
    - Discuss the stanza
    - Present the work to class
    - Perform a choral speaking based on the poem
    - Appoint a leader as a conductor
    - Recite the poem aloud

    Formative Assessment
    - Teachers assessment
    Resources:
    Text book page73
    https://www.youtube.com watch?v=SOmfvKKubnY

    Reflection:

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