Teaching Organiser-chapter 9

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: - Teacher’s 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 - Teacher’s assessment

Resources: Textbook page 111

Reflection: