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)

Personal

THEME
TOPIC

People and Culture

Stand by Me

4.1.8Identify and use prepositions appropriately

according to context:
(iii) directions
(iv) positions
(v) phrasal verbs

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

Best Friends make the good times better

and the hard times easier.

TEACHING AND LEARNING

STRATEGIES

Cooperative learning
Self -access learning
Language
Values
Patriotism and Citizenship

CROSS-CURRICULAR ELEMENTS

i-THiNK tools
Tree map
Flow 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:
(iv) identify and organise
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:
(iv) identify and organise
1.4.1 Express feelings and give simple descriptions of personal experiences orally

Activity(ies):
o
o
o
o
o
o
o

Listen to a speech on how to make friends.

Answer the quiz and compare the answer with friends.
List other things you can do to make friends and share with friends.
Role-play the conversation.
Complete tha table to compare types of friendships.
List qualities you look for in a friend.
Recite recipe for friendship.

Formative Assessment:
- Class assessment

Resources:
Text book page 102 and 103
https://www.brainyquote.com/quotes/keywords/true_friendship.html
http://www.goodreads.com/quotes/tag/friend

Reflection:

Reading
Duration: 1.5hours
Content 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

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):
- Read and understand the brochure and answer the questions given.
- Find the meaning, antonym and synonym of the words
- Fill in the table with an appropriate expression from the text.
- State whether the statements are true or false.
- Word builder
- Take selfies and photographs with your best friend.
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 104, 105 1nd 106
- http://www.theatlantic.com/health/archive/2015/how-friendships-change-overtime-in-adulthood/411466/and
http://www.canadianencyclopedia.ca/en/article/canadian-tulip-festival//

Reflection:

Writing
Duration: 1.5hours

Content Standard(s):
3.1.3 Apply pre-writing strategies:
(i) brainstorming (mind maps, bubble maps, etc)
(ii) outlining
3.2.2 Write for creative and personal expressions:
(ii) journals

Learning Standard(s):
3.1.3 Apply pre-writing strategies:
(i) brainstorming (mind maps, bubble maps, etc)
(ii) outlining
3.2.2 Write for creative and personal expressions:
(ii) journals

Activity(ies):
- Writing a journal
- pre-writing, study tips to write a journal
- write a journal entry about the best friendship you have ever had.
- create a friendship booklet
- create a friendship booklet online and uploading it on your blog.

Formative Assessment:
- Teacher assessment
Resources:
Textbook 107 and 108

Reflection:

Grammar
Duration: 1 hour
Content Standard(s):
4.1.8Identify and use prepositions appropriately according to context:
(iii) directions
(iv) positions
(v) phrasal verbs

Learning Standard(s):
4.1.8Identify and use prepositions appropriately according to context:
(iii) directions
(iv) positions
(v) phrasal verbs

Activity(ies):
- Study the Phrasal Verbs- combine verbs and prepositions
- Match the phrasal verbs with the correct meaning.
- Fill in the blanks with the correct phrasal verbs.
- Study the prepositions of Direction
- Read the letter and fill in the blanks with the correct preposition of direction
- Practise giving directions
- Study the prepositions of Position
- Use prepositions of position correctly.
Formative Assessment:
- Teacher assessment.
Resources:
http://www.englishpage.com/prepositions/phrasaldictionary.html

http://www.gingersoftware.com/content/grammar-rules/preposition/

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 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):
Organise Friendship Day
Prepare banners, brochures, posters and design a website to publicise
the event.
Create floor map of the event
Photography and documentation.
.
Assessment:
- Teachers assessment
- Class assessment

Resources:
- Textbook, magazine, articles and other information that they can find using the
internet.
- http://www.friendshipday.org/when-is-friendship-day.html

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 and understand the story of The Triple Filter Test
- Discuss the stanza
- Read and illustrate the poem.
- Discuss the questions
- Role-play the story

Formative Assessment
- Review page 111
- Teachers assessment

Resources:
Textbook page 111

Reflection: