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

Health & Health & Health &

4-6 16-18 28-30
Environment Environment Environment

Science & Science &

7-9 Science & Technology 19-21 31-33
Technology Technology

Consumerism & Consumerism & Consumerism &

10-12 22-24 34-36
Financial Awareness Financial Awareness Financial Awareness
 SAMPLE OF TIME ALLOCATION
(adapted from p.18 of the SBELC slide)
W/D SUN MON TUE WED THU

1hr 1hr 1hr

0.5hr
WEEK 1 (Listening & (Listening & (Literature in
(Reading)
Speaking) Speaking) AcWon)
1hr 0.5hr
1hr 1hr
WEEK 2 (Literature in (WriWng)
(Reading) (Grammar)
AcWon)
1hr 1hr 0.5hr
1hr
WEEK 3 (AcWon- (Literature in (AcWon-
(WriWng)
Oriented 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 All form 1
Name of Teacher(s): teachers
- MDM. WAN INTAN ADLINA BINTI WAN ABDULLAH - MDM. MAZURA BINTI YUSOFF
- MR. ADNAN BIN JUSOH - MS. FATIMAH BINTI MUSA

Form DuraZon (weeks) Grammar Item (s)

4.1.1 - Can idenWfy and use nouns appropriately
1B1 List of classes according to context.
1B2 (if using the same (v) singular nouns
1S1 organiser across 3 (vi) plural nouns
Refer to
1S2 p.48-51
proficiency) Will be used for 3
1T1 4.1.4 - Can idenWfy and use arWcles according to context.
1T2 weeks (i) indefinite arWcle 'a' and 'an'
Domain (s) Theme Topic
1) Personal
Choose from the 4 Choose from the 4 Technology around us
domains (p.7) themes Can be chosen from
2) EducaWonal
(p.4) 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
2) Explain the benefits of technology A summary of task you want the students to do and
3) Take part in role-play accomplish (refer to the topics & textbooks)

TEACHING AND LEARNING STRATEGIES Choose your strategy.

Inquiry-based learning 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)
3) Whole-class discussion (write shopping lists)
Standards:
4) Share work orally Page 24 ~25

FormaZve Assessment: Assessment:

CompleWon of worksheet and shopping lists Based on tasks given
* Try to be as student-
centered as possible
Resources:
1)Textbook (p.53)
2)Audio CD
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 Standards:
Page 32 ~33

FormaZve Assessment: Assessment:

Comprehension and InformaWon- transfer exercise
Based on tasks given
* Try to be as student-
centered as possible
Resources:
Textbook (p.56)
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
Standards:
AcZvity(ies):
Page 40 ~41
In small groups,
1)Outline ideas based on guidelines given
2)Write dialogues describing the benefits of products.
Assessment:
Based on tasks given
FormaZve Assessment: * Try to be as student-
centered as possible
Teacher-guided discussion or checking of scripts Peer-ediWng

Resources:
Textbook (p.58)
 DuraZon: 1 hour
Grammar
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 student-
4.2.1 - Construct simple sentences correctly and meaningfully centered as possible

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
Standards:
AcZvity(ies): Page 40 ~41
A role-play presentaWon among students in the classroom
Assessment:
Based on tasks given
Assessment: * Try to be as student-
The persuasiveness of the students in giving remarks about products centered as possible

Resources:
Scoring sheet
 DuraZon: 3 hours
LITERATURE IN ACTION
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
Standards:
Resources: Page 58
Graphic Novel - 20,000 Leagues Under the Sea
 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 -