TEACHING ORGANISER

THEME: PEOPLE & CULTURE

CHAPTER 1: NEW YEAR, NEW YOU

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Name of Teacher(s):

NUR HANISAH BINTI HASNAN

TAN SWEE YEE
FARIZAN BINTI MOHAMAD ZAURI
KHOR JEN YONG
Form(s) Duration (weeks) Grammar Item(s)

1 NAJAH/ 1 FALAH / 1 MARS / 1 JUPITER / 3 1. Common and proper nouns.

1 SATURN / 1 URANUS / 1 NEPTUNE 2. Indefinite articles a / an.

Domain(s) Theme Topic(s)

Personal People and Culture New Year, New You

EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to objectives)

1. Talk about self, family and interests based on background knowledge.

2. Create a New Year resolution.

TEACHING AND LEARNING STRATEGIES

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1. Inquiry-Based Learning.

2. Pupil Centredness.

CROSS-CURRICULAR ELEMENTS

1. Values

 Encompass aspects of spirituality, humanity and citizenship.

2. Language

 Emphasis on correct language use.

LISTENING & SPEAKING Duration: 2 hours

Content Standard(s):
1.2 Listen to and use correct pronunciation, stress, rhythm and intonation patterns to communicate.
1.3 Listen to and respond critically to a wide range of visual texts
1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures

Learning Standard(s):
1.2.1 (F1) Listen to and respond to directions and instructions.
1.3.1 (F1) Listen to and respond to visual texts to:
(i) retrieve main ideas
(ii) retrieve supporting details
1.4.1 (F1) Express feelings and give simple descriptions of personal experiences orally.

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Activity(ies):

1. Whole-class discussion: their feelings coming to a new school.

2. Ice-breaking activity.
3. Every student introduce themselves to the class.
4. Round Robin: each student has to repeat the introduction of a student next to them.
5. Pair work: discuss and list down their goals for the year, and how to achieve them.

Formative Assessment:

1. Completion of introduction.
2. Completion of checklist.

Resources:

1. None.

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 comprehend texts related to everyday living
Learning Standard(s):
2.1.2 (F1) Understand meaning or words from print media by using
(i) dictionary
2.2.1 (F1) Demonstrate understanding by:
(i) identifying main ideas

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2.2.2 (F1) Locate and organise information by:
(i) using graphic organisers
Activity(ies):

1. Read the brochure on how people of different cultures celebrate their New Year.
2. Whole-class discussion: how do students celebrate their New Year.
3. Complete iThink map – double bubble map to show similarities and differences between Chinese New Year and Indian New Year.
4. Complete the comprehension exercise based on the brochure.
5. Vocabulary Items.

Formative Assessment:

1. Completion of iThink map – double bubble map.

2. Completion of comprehension exercise.

Resources:

1. Textbook, pages 5 – 6.
2. Dictionary.

Reflection:

WRITING Duration: 1.5 hours

Content Standard(s):
3.1 Apply appropriate writing skills and strategies
3.2 Produce a variety of texts for creative, personal, academic and functional purposes

Learning Standard(s):
3.1.3 (F1) Apply pre-writing strategies:

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 (i) brainstorming (mind maps, bubble maps etc)
3.2.1 (F1) Write for creative and personal purposes:
(iii) posters and slogans

Activity(ies):

1. Whole-class discussion: New Year Resolution.

2. Brainstorm using iThink map – their own resolution and how to achieve them.
3. Create a poster about their resolution.

Formative Assessment:

1. Completion of IThink map – bubble map.

2. Completion of poster.

Resources:

1. Drawing pad.
2. Markers / coloured pens.

Reflection:

GRAMMAR Duration: 1 hour

Content Standard(s):

4.1 Identify and use language structures appropriately according to context

Learning Standard(s):

4.1.1 (F1) Identify and use nouns appropriately according to context:

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 (i) common nouns
(ii) proper nouns
4.1.4 (F1) Identify and use articles appropriately according to context
(i) indefinite article ‘a’ and ‘an’.

Activity(ies):

1. Discuss common and proper nouns with example.

2. Highlight common and proper nouns in a given worksheet.
3. Classify the nouns in a table.
4. Complete Task 1.
5. Discuss the differences between articles a / an.
6. Complete Task 2.

Formative Assessment:

1. Completion of table.
2. Completion of tasks.

Resources:

1. Textbook, page 9.
2. Worksheet.

Reflection:

ACTION-ORIENTED TASK(S)
Duration: 2 hours
(These action-oriented tasks ensure that all the four language skills and the Grammar elements

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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):
1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures
3.2 Produce a variety of texts for creative, personal, academic and functional purposes
Learning Standard(s):
1.4.1 (F1) Express feelings and give simple descriptions of personal experiences orally.
3.2.1 (F1) Write for creative and personal purposes:
(iii) posters and slogans
Activity(ies):

1. Group work: create a brochure to promote the class.

2. Come up with slogans to go with the brochures.
3. Present their brochure to the class.

Assessment:

1. Brochures.
2. Presentation.

Resources:

1. A4 / coloured papers.
2. Markers / coloured pens.

Reflection:

LITERATURE IN ACTION Duration: 1.5 hours

Content Standard(s):

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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):
5.1.1 Listen to and respond orally to various literary works
5.1.2 Read and understand various literary works
5.2.1 Identify meaning of words based on context.
5.2.3 Create and produce linear and/or graphic presentation in a fun manner
Activity(ies):

1. Whole-class discussion: do they reuse and recycle items?

2. Read the poem ‘Sad I Ams’ with correct intonation and pronunciation.
3. Discuss the meaning of the poem stanza by stanza.
4. Highlight discarded items that are mentioned in the poem.
5. Identify persona and mood of the poem using iThink map – bubble map.
6. Group work: draw the discarded items mentioned in the poem and come up with what those items might be thinking.

Formative Assessment:

1. Completion of i-Think bubble map.

2. Completion of drawings of the items.

Resources:

1. Literature Text: Poem – Sad I Ams.

2. Drawing pad / A4 papers.
3. Coloured pencils.

Reflection: