07/08/16

Teaching
Organiser

The Scheme of Work Improvised!

KSSM English

Prepared by Mdm. Wan Intan Adlina Wan Abdullah
(teacheradlina@gmail.com)

INTRODUCTION
Tri-weekly scheme of work for the whole
academic year produced by each school
Total of 12 organisers, 1 theme = 1 organiser =
3 weeks. Each organiser covers all skills.
Each theme = 3 cycles (9 weeks) per year

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ORGANISER AT A GLANCE
WEEK

THEME

WEEK

THEME

WEEK

THEME

1-3

People & Culture

13-15

People & Culture

25-27

People & Culture

4-6

Health &
Environment

16-18

Health &
Environment

28-30

Health &
Environment

7-9

Science & Technology

19-21

Science &
Technology

31-33

Science &
Technology

10-12

Consumerism &
Financial Awareness

22-24

Consumerism &
34-36
Financial Awareness

Consumerism &
Financial Awareness

SAMPLE OF TIME ALLOCATION

(adapted from p.18 of the SBELC slide)

W / D

SUN

MON

TUE

WED

WEEK 1

1hr
(Listening &
Speaking)

1hr
(Listening &
Speaking)

1hr
(Literature in
AcXon)

0.5hr
(Reading)

WEEK 2

1hr
(Reading)

1hr
(Grammar)

1hr
(Literature in
AcXon)

WEEK 3

1hr
(WriXng)

THU

0.5hr
(WriXng)

1hr
1hr
0.5hr
(AcXon(Literature in
(AcXonOriented Task)
AcXon)
Oriented Task)

One week: 3.5 hours.

One hour is for LiA each week (COMPULSORY).
Balance : 2.5 hours
Therefore a minimum of three weeks required to complete a topic, 2.5 x 3 = 7.5 hours

Proper planning and organising is required.

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The Summary Page

Name of Teacher(s):
-MDM. WAN INTAN ADLINA BINTI WAN ABDULLAH
-MR. ADNAN BIN JUSOH




Form

DuraZon (weeks)

1B1
1B2
1S1
1S2
1T1
1T2
Domain (s)
1) Personal
2) EducaXonal

- MDM. MAZURA BINTI YUSOFF

- MS. FATIMAH BINTI MUSA

List of classes

(if using the same

3
organiser across
prociency) Will be used for 3
weeks

Choose from the 4

domains (p.7)

Theme

Choose from the 4

themes
(p.4)

All form 1
teachers

Grammar Item (s)

4.1.1 - Can idenXfy and use nouns appropriately
according to context.
(v) singular nouns
(vi) plural nouns

Refer to
p.48-51

4.1.4 - Can idenXfy and use arXcles according to context.

(i) indenite arXcle 'a' and 'an'
Topic
Technology around us

Can be chosen from

the textbook

EXPECTATIONS
((quesZons/ statements to be answered while and a\er lessons-similar to objecZves)
1)Make a list of products of technology at home
A summary of task you want the students to do and
2)Explain the benets of technology
accomplish (refer to the topics & textbooks)
3)Take part in role-play

TEACHING AND LEARNING STRATEGIES

Inquiry-based learning

Choose your strategy.

Refer to p.12-14

CROSS-CURRICULAR ELEMENTS
1)Science and technology - Inculcate interest in science and technology to accelerate literacy in science and technology
2)Values - Be aware of and appreciate the technology around us

Refer to p.14-16

Listening and Speaking

DuraZon:

1 hour

Content Standard(s):
1.3 - Listen to and respond criXcally to a wide range of spoken, audio and visual texts
1.4 - Speak intelligibly, eloquently and appropriately for dierent purposes, audiences,
contexts and cultures
Learning Standard(s):
1.3.1 - Listen to spoken audio and visual texts to: (i) retrieve main ideas, (ii) retrieve
supporXng details
1.4.1 - Express feelings and give simple descripXons of personal experiences orally

AcZvity(ies):
1) Listen to audio
2) Pair-work discussion (ll in the blanks in worksheets)
Standards:
3) Whole-class discussion (write shopping lists)
Page 24 ~25
4) Share work orally
FormaZve Assessment:
CompleXon of worksheet and shopping lists

Resources:
1)Textbook (p.53)
2)Audio CD

Assessment:
Based on tasks given
* Try to be as studentcentered as possible

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Reading

DuraZon: 1 hour

Content Standard(s):
2.2 - Apply a range of strategies to comprehend texts related to everyday living

Learning Standard(s):
2.2.1 - Demonstrate understanding by (i) idenXfying main ideas in given texts
2.2.3 - Analyse and infer informaXon by: (ii) nding meaning of unfamiliar words

AcZvity(ies):
1) Brainstorm on the topic of technology
2) Read a given text, write unfamiliar words and nd meanings
3) Answer MulXple Choice QuesXons (MCQs)
4) Complete a table
FormaZve Assessment:
Comprehension and InformaXon- transfer exercise

* Try to be as studentcentered as possible

Resources:
Textbook (p.56)

WriZng

Standards:
Page 32 ~33

Assessment:
Based on tasks given

DuraZon: 1.5 hours

Content Standard(s):
3.1- Apply appropriate wriXng skills and strategies
Learning Standard(s):
3.1.1 - Write simple sentences correctly
3.1.3 - Apply pre-wriXng strategies: (iii) outlining
3.1.4 - Can select relevant informaXon and elaborate/ extend/ explain ideas using appropriate
cohesive devices

AcZvity(ies):

In small groups,
1)Outline ideas based on guidelines given
2)Write dialogues describing the benets of products.
FormaZve Assessment:
Teacher-guided discussion or checking of scripts Peer-ediXng

Resources:
Textbook (p.58)

Standards:
Page 40 ~41

Assessment:

Based on tasks given

* Try to be as studentcentered as possible

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Grammar

DuraZon:

1 hour

Content Standard(s):
4.1 - IdenXfy and use language structures appropriately according to context
4.2 - Apply grammaXcal rules at word, phrase and sentence levels correctly and meaningfully

Learning Standard(s):
Standards:
4.1.1 - Can idenXfy and use nouns appropriately according to context.
Page 48 ~51
(v)singular nouns

(vi)plural nouns
Assessment:
4.1.4 - Can idenXfy and use arXcles according to context.
Based on tasks given
(i) indenite arXcle 'a' and 'an'
* Try to be as studentcentered as possible
4.2.1 - Construct simple sentences correctly and meaningfully

AcZvity(ies):
Rehearsal in small groups as preparaXon for the group presentaXon by orally menXoning their
ideas and elaboraXon via turn-taking

FormaZve Assessment:
Group discussion/ presentaXon within students' groups
Resources:
Student's wrilen dialogues

ACTION-ORIENTED TASK(S)

DuraZon:

3 hours

Content Standard(s):
1.4 - Speak intelligibly, eloquently and appropriately for dierent purposes, audiences,
contexts and cultures

Learning Standard(s):
1.4.1- Express feelings and give simple descripXons of personal experiences orally
1.4.2 - ParXcipate in simple conversaXons using speech acts: (i) greeXng, (iv) compliment, (v)
request

AcZvity(ies):
A role-play presentaXon among students in the classroom

Assessment:
The persuasiveness of the students in giving remarks about products

Standards:
Page 40 ~41

Assessment:

Based on tasks given

* Try to be as studentcentered as possible

Resources:
Scoring sheet

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LITERATURE IN ACTION

DuraZon:

3 hours

Content Standard(s):
5.1- Engage and respond to a variety of literary tests to express understanding of the broader
world of ideas and concepts
5.2 - Use a wide range of literary texts to convey views for dierent purposes and audiences,
and relate them to real life situaXons
Learning Standard(s):
5.1.1- Listen to and respond orally to various literary works
5.1.2- Read and understand various literary works
5.2.3 - Create and produce linear and/or graphic presentaXon in a fun manner
AcZvity(ies):
1) Read and understand the graphic novel "20,000 Leagues Under the Sea"
3) Discuss the elements of technology in the novel (NauXlus in Ch3., scienXc instruments
and diving equipments Ch. 4 and 5)
3) In small groups, sketch a modern submarine and present features of the submarine
Assessment:
Peer-assessment
Resources:
Graphic Novel - 20,000 Leagues Under the Sea

Standards:
Page 58

What can be used as

reference?
Textbook
Workbooks
OPS-English Teacher Companion Book

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REMEMBER!
SXck to the theme and topic planned!
YES, even for the Literature in AcXon &
AcXon-Oriented Task!
ALWAYS refer to the summary page
(1st page of each organiser)

Thanks for your kind alenXon ;)

- Adlina -