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TEACHING ORGANISER

Chapter 3
Nature's Warning

Name of Teacher(s):

Form

Duration(weeks)

Grammar Item(s)

3 weeks

Regular verbs and Irregular verbs (4.1.5)


The Simple Past Tense (4.1.7)

Domain (s)
1. Personal
2. Public
3. Educational

Theme

Topic

Health and Environment

Nature's Warning

EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to objectives)
1. Learning about the cause and effect of floods and flood evacuation procedures.
2.Learning about air pollution (haze) and global warming.
3. Writing a formal letter of complaint about activities that lead to global warming.

TEACHING AND LEARNING STRATEGIES


1. student centeredness
2. collaborative

CROSS-CURRICULAR ELEMENTS
1.
2.
3.
4.

Value(s) Resilient, Team Player, Informed


Language Language register in order to develop ideas and communication effectively.
Environmental Sustainability
Global Sustainability

Listening and Speaking


Content Standard(s):
1.2 Listen to, engage and interpret meaningful conversations.
1.3 Listen to and respond critically to a wide range of spoken, audio and visual texts.
Learning Standard(s):
1.2.1 Listen to and respond to directions, instructions and procedures.
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:
(ii) Identify cause and effect
(v) solve problems
Activity(ies):
(i) Listen to an audio and identify the cause and effect of floods.
(ii) Listen to a talk on the procedures for a flash flood evacuation and complete a flow map on the correct steps during a flash flood
evacuation.
(iii) Suggest ways to help flood victims.

Formative Assessment:
Completing a bar graph, multi flow map and flow map
Resources:
Internet, Text Book
Reflection:

Reading
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
2.3Analyse and evaluate various texts
Learning Standard(s):
2.2.1 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):
1. Read a text on air pollution and
(i) identify words from the text to match the meanings given
(ii) identify the main ideas
2. Students discuss how to contribute towards reducing haze
3. Students find words that are associated with 'weather' and 'health' and complete the respective graphic organisers.
Formative Assessment:
1. Answering multiple choice questions based on text.
2. Information-transfer exercise. (Graphic Organiser)
Resources: Internet, textbook
Reflection:

Writing
Content Standard(s):
3.1 Apply appropriate writing skills and strategies
3.2 produce a variety of text for creative, personal, academic and functional purposes
Learning Standard(s):
3.1.3 Apply pre-writing strategies:
(i) brainstorming (mind-maps, bubble maps, etc)
(ii) note-taking
3.2.1 write for academic and function purposes
(iii) formal letter
Activity(ies):
Write a letter of complaint to the principal about anti-eco-friendly activities at school which are contributing to global warming.

Formative Assessment:
Writing a formal letter.
Resources: Textbook, Internet
Reflection:

Grammar
7

Content Standard(s):
4.1 can identify and use language structures appropriately according to context
Learning Standard(s):
4.1.5 Identify and use verbs appropriately according to context
(I) regular verbs
(ii) irregular verbs
4.1.7 Identify and use tenses appropriately according to context
(ii) simple past tense
Activity(ies):
1. Changing the underlined verbs in a poem to Simple Past Tense.
2. Completing a text with the correct verbs in Simple Past Tense.
Formative Assessment:
1. Changing verbs into Simple Past Tense form.
2. Filling in the blanks activity.
Resources:
1. Students notes, textbook
Reflection:

ACTION-ORIENTED TASK(S)
Duration: 3 hours hours
(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.)
Content Standard(s):
3.2 Produce a variety of texts for creative, personal, academic and functional purposes
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):
3.2.2 Write for creative and personal expression a skit
5.2.4 Share personal response to (literary works) through performances
Activity(ies):
1. Students prepare a short script about the effects of global warming (1h)
2. Students perform their skit in front of the class (2h)
Assessment:
The persuasiveness of the speakers during the skit
Resources:
Text book, Internet
Reflection:

Literature in Action
Content Standard(s):
5.1 Engage and respond to a variety of literary works
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):
5.1.2 Read and understand various literary works
5.2.4 Share personal response to (literary works) through performances
Activity(ies):
1. Students read a short graphic story and act out the events in groups.
2. Students share their opinions on the story.
3. Students predict the ending of the story.
Formative Assessment:
1. Act out the story.
2. Predict the ending of the story.
Resources:
Text book
Reflection:

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