KSSM English Form 1 Teaching Organiser Overview & Guidelines

Teaching Organiser

The Scheme of Work Improvised! KSSM English

Prepared by Mdm. Wan Intan Adlina Wan Abdullah ([email protected])

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

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 AcWon)

0.5hr (Reading)

WEEK 2

1hr (Reading)

1hr (Grammar)

1hr (Literature in AcWon)

WEEK 3

1hr (WriWng)

THU

0.5hr (WriWng)

1hr 1hr 0.5hr (AcWon(Literature in (AcWonOriented Task) AcWon) 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.

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)  EducaWonal

- MDM. MAZURA BINTI YUSOFF - MS. FATIMAH BINTI MUSA

List of classes

(if using the same 3 organiser across proficiency) 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 idenWfy and use nouns appropriately according to context. (v)  singular nouns (vi)  plural nouns

Refer to p.48-51

4.1.4 - Can idenWfy and use arWcles according to context. (i) indefinite arWcle '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 benefits 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 criWcally to a wide range of spoken, audio and visual texts 1.4 - Speak intelligibly, eloquently and appropriately for different 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 supporWng details 1.4.1 - Express feelings and give simple descripWons of personal experiences orally AcZvity(ies): 1)  Listen to audio 2)  Pair-work discussion (fill in the blanks in worksheets) Standards: 3)  Whole-class discussion (write shopping lists) Page 24 ~25 4)  Share work orally FormaZve Assessment: CompleWon 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

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) idenWfying main ideas in given texts 2.2.3 - Analyse and infer informaWon by: (ii) finding meaning of unfamiliar words AcZvity(ies): 1)  Brainstorm on the topic of technology 2)  Read a given text, write unfamiliar words and find meanings 3)  Answer MulWple Choice QuesWons (MCQs) 4)  Complete a table FormaZve Assessment: Comprehension and InformaWon- transfer exercise Resources: Textbook (p.56)

Standards: Page 32 ~33 Assessment: Based on tasks given * Try to be as studentcentered as possible

WriZng

DuraZon: 1.5 hours

Content Standard(s): 3.1- Apply appropriate wriWng skills and strategies Learning Standard(s): 3.1.1 - Write simple sentences correctly 3.1.3 - Apply pre-wriWng strategies: (iii) outlining 3.1.4 - Can select relevant informaWon 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 benefits of products. FormaZve Assessment: Teacher-guided discussion or checking of scripts Peer-ediWng Resources: Textbook (p.58)

Standards: Page 40 ~41 Assessment:

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

Grammar

DuraZon:

1 hour

Content Standard(s): 4.1 - IdenWfy and use language structures appropriately according to context 4.2 - Apply grammaWcal rules at word, phrase and sentence levels correctly and meaningfully Learning Standard(s): Standards: 4.1.1 - Can idenWfy and use nouns appropriately according to context. Page 48 ~51 (v) singular nouns (vi) plural nouns Assessment: 4.1.4 - Can idenWfy and use arWcles according to context. Based on tasks given (i) indefinite arWcle '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 preparaWon for the group presentaWon by orally menWoning their ideas and elaboraWon via turn-taking FormaZve Assessment: Group discussion/ presentaWon 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 different purposes, audiences, contexts and cultures Learning Standard(s): 1.4.1- Express feelings and give simple descripWons of personal experiences orally 1.4.2 - ParWcipate in simple conversaWons using speech acts: (i) greeWng, (iv) compliment, (v) request AcZvity(ies): A role-play presentaWon among students in the classroom Assessment: The persuasiveness of the students in giving remarks about products Resources: Scoring sheet

Standards: Page 40 ~41 Assessment:

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

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 different purposes and audiences, and relate them to real life situaWons 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 presentaWon 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 (NauWlus in Ch3., scienWfic 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

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

Thanks for your kind alenWon ;)

- Adlina -