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Kepada :

Seperti di bawah (u.p Guru Kanan Bahasa lnggeris)

Daripada :

Pengarah Bahagian Pendidikan Menengah

Salinan Kepada :

Rujuk Kami

BPM/PKIO2.O2

Tarikh

27 Febru ari 2018

Pengetua Maktab Rendah Sains MARA

Bilangan Rujuk Tuan

Tarikh

Alor Gajah, Arau, Balik Pulau, Baling, Batu Pahat, Bentong, Beseri, Besut, Betong, Felda Trolak, Gemencheh, Gerik, Jeli, Johor Bahru, Kepala Batas, Kota Kinabalu, Kota Putra, Kuala Berang,

Kuala Klawang,

Kuching,

Kuala Krai, Kuala Kubu Bharu, Kuala Terengganu, Kuantan, Kubang Pasu,

Langkawi, Lenggong, Merbok, Mersing, Muadzam Shah, Muar, Mukah, Parit, Pasir

Salak, Pasir Tumboh, PDRM Kulim, Pendang, Pengkalan Hulu, Semporna, Serting, Sultan Azlan

Shah, Sungai Besar, Terendak, Transkrian,

Tumpat, Tun Abdul Razak, Tun Dr. lsmail, Tun

Ghazali Shafie, Tun Mohammad Fuad Stephens dan Tun Mustapha.

PELAKSANAAN SCoPE 2.0 2018

Dengan hormatnya perkara di atas dirujuk.

Sebagai maktuman, mesyuarat Remapping of SCoPE Z.O witn CEFR Aligned KSSM telah

diadakan pada22 hingga 23 Februari2018 bagi menggantikan modul SCoPE 2.0.

Hasil daripada mesyuarat,

Kemahiran Asas

pemurniaan dan penyusunan semula Modul SCoPE 2.0 bagi

menyelaraskan modul dengan

Tingkatan 1 (KAT 1) telah diadakan bagi

tuan/puan.

keperluan KSSM arus perdana. Sehubungan dengan itu,

digunakan bermula pada tarikh 05 Mac 2018.

2018 dalam bentuk softcopy untuk tindakan

'

,Modul SCoPE 2.0 2018 boleh

Bersama-sama,ini disertakan modul SCoPE 2.0

,.,,

Semoga dengan usaha dan komitmen yang berterusan daripada tuan/puan akan meningkatkan kecemerlangan MRSM

Kerjasama tuan/puan didahului dengan ucapan terima kasih.

.BERKHIDMAT UNTUK NEGARA

'Membandarkan Luar Bandar'

WAN AINIZAH BINTI ARIFFIN Timbalan Pengarah 1 (Pembangunan Kurikulum)

b. p Pengarah

Bahagian Pendidikan Menengah

MARA

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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE 2.0) 2018 BAHAGIAN PENDIDIKAN MENENGAH MARA
SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE 2.0) 2018 BAHAGIAN PENDIDIKAN MENENGAH MARA
SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE 2.0) 2018 BAHAGIAN PENDIDIKAN MENENGAH MARA

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE 2.0)

2018

BAHAGIAN PENDIDIKAN MENENGAH MARA

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE 2.0) 2018 BAHAGIAN PENDIDIKAN MENENGAH MARA
SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE 2.0) 2018 BAHAGIAN PENDIDIKAN MENENGAH MARA

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH

(SCoPE) 2.0

2018

1.0 INTRODUCTION

SCoPE 2.0 is a 6-week programme that has 3 major project-based assessment cycles.

Each cycle will encompass enriched input and instruction, production and oral/written

progress reporting, and teacher/peer presentation. There will be no assessment at the

end of the 6 weeks as students are assessed in each cycle.

The SCoPE 2.0 2018 module has been remapped to fit the requirements of the Common

European Framework of References For Languages (CEFR) aligned KSSM Curriculum.

The modules have been designed to be used for the non-textbook based lessons.

1.1

COURSE OBJECTIVES

1.1.1

To prepare learners positively and culturally for language learning by:

Developing a positive attitude towards language learning.

Learning to communicate using the language.

Developing sensitivity to social conventions and norms.

1.1.2

To acquire comprehension skills as a result of:

Engaging with oral, visual and written language effectively in a range of contexts.

1.1.3

To communicate effectively, using appropriate language by:

Writing, speaking and listening on a wide range of topics for different purposes and audiences (groups, class).

1.1.4

To develop presentation skills by:

Using a range of Information and Communications Technology (ICT) tools

1
1
1

1

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH (SCoPE) 2.0

2.0 WHY SCoPE 2.0

SCoPE 2.0 applies project-based learning method as it centres on the learners. Through

the construction of a personally-meaningful artifact, which may be a play, a multimedia

presentation or a poem, learners represent what they've learned (Harel & Papert, 1991;

Kafai & Resnick, 1996) 1 . In addition, learners typically have more autonomy over what

they learn, maintaining interest and motivating learners to take more responsibility for

their learning (Tassinari, 1996; Wolk, 1994; Worthy, 2000) 1 . Hence, project-based

learning and the outcome of products enable the expression of diversity in learners, such

as interests, abilities and learning styles.

SCoPE 2.0 consists of activities that promote receptive skills (Listening and Reading)

which lead to productive skills (Speaking and Writing). Students present activities based

on the situations and resources which are intrinsically interesting, culturally embedded

and cognitively engaging. Effective use of Information & Communications in Technology

(ICT) is integrated in SCoPE 2.0 to promote 21 st century learning skills.

Source: 1 https://www.ncsu.edu/meridian/win2002/514/project-based.pdf

2
2
2

2

SCoPE 2.0

2018

COMMITTEE MEMBERS

NAME

CENTRE

ANIZA MASBAH

PARIT

NURAIEMY AHMAD

LENGGONG

‘AINAA ABDUL RASHID

SULTAN AZLAN SHAH

MARWATI MOHAMED

BPM

NURUL SAHARUDIN

BPM

2

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH

(SCoPE) 2.0 2018

SCHEME OF WORK OF SCOPE 2.0 WITH CEFR ALIGNED KSSM

 

Learning Activities

 

CYCLE 1

Lesson/

     

Resources/

Assessment/

Skill

Name/ Topic

Duration

Outline of the Activity

Media

Notes

 

Disconnect to

One Period

1. Listening to 3 audio recordings about Mobile Phone Etiquettes.

Appendix A Appendix B Appendix C

 

Connect

(One Hour)

18

2. Discussion about the audio recordings.

Audio:

Listening

(a)Using Phone while driving (b) Is it Okay To Use Phone At Dinner? (c)Be Kind Online

 

To Phone Or Not To

One Period

1. Providing advice or suggestions on the etiquettes of using mobile phone in public.

Appendix D

 

19

Phone

Appendix E

Speaking

Appendix F

Appendix G

 

Exit Cards

 

Play Script Cell phone Zombie

One Period

1. Reading a play script on Cellphone Zombies.

Appendix H

 

Appendix I

20

Reading

 

2. Answering comprehension question

21

Language

One Period

1. Learning about grammar rules and structures in

 

Note: Teacher use own lesson.

Awareness

using Modal Verb: Must and mustn’t

22

Writing

My Pledge

One Period

1. Asking students about Social Etiquettes concerning usage of mobile phones in public setting.

2. Creating a pledge.

3. Dramatisation of the pledge

Appendix J

Appendix K

Assessment 1(a) Assessment 1(b)

Literature In Action

23

1. Describing characters from the play script (Refer to Lesson 20)

Appendix L

Learning Activities

CYCLE 2

Lesson

Name

Duration

Outline of the Activity

Resources

Assessment/

Progress

24

Listening

One Period

Cleanliness is next to godliness

1. Listing down 5 words relating to cleanliness.

2. Listening to a video clip on cleanliness.

3. Matching questions with answers.

4. Providing solutions for the personal hygiene issues.

Cleanliness Video Clip

Matching Question and Answer

25

Speaking

Table of The Undesirables

One Period

1. Asking peers on solutions for the personal hygiene problems.

Appendix M

26

Reading

Jigsaw Reading

One Period

1. Reading article(s) and answer Comprehension Questions.

Personal Hygiene Clip Appendix N

27

Writing

Poster

Addressing Personal

Hygiene.

About

One Period

1. Creating a poster to come up with ways to address personal hygiene problems.

Brit’s Personal

Hygiene Poster

Appendix M

28

Language Awareness (Gallery Walk)

One Period

1.

Presenting the poster addressing personal hygiene by using the grammar rules on Modal Verbs: Should and Shouldn’t

Assessment 2(a):

Peer Assessment 2(b):

Teacher

29

Literature In Action

One Period

1. Learning about the poem Sad I ams by Trevor Millum.

Note: Teacher use own lesson.

LESSON 30 – 40 TEXTBOOK BASED LESSON

LEARNING ACTIVITIES

CYCLE 3

Lesson

Name

Duration

Outline of the Activity

Resources

Assessment/

Progress

41

To Shop Or Not to Shop

One Period

1. Learning about good spending habits.

1. Shopoholics Movie Trailer

 

Listening

   

2. How to be a good consumer video

 

Cyber Shop Safely

One Period

1. Learning about spending habits.

1. Appendix O

 

Info-graphics

2. Comparing data on infographics about online spending habits between Malaysia and India.

on

spending

habits.

42

Reading

2. Online

Shopping

 

Video

3. point

Power

slides

 

Language Awareness

One Period

1. Learning about grammar

1. Grammar

 

rules and structures in

Rules Videos

43

Basic Coordinating Conjunctions

forming

indirect

2. Power

point

questions.

slides

 

3. Appendix P

 

When Dorothy Meets Lucy

One Period

1. Learning about different

1. Becca

and

 

characters’

spending

Lucy’s clip.

 

habits.

2. Clip on

how

44

2. Describing

two

to

prepare

Writing

characters

spending

power point

habits

in

short

slides.

paragraphs

on

power

point slides.

   

One Period

Presenting about good and bad spending habits using power point slides.

 

Assessment 3(a):

45

How can you be a good consumer?

Peer Assessment 3(b):

Speaking

   

Teacher

46

Literature In Action

One Period

Teacher use own lesson.

   

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 18

TIME:

THEME/TOPIC:

 

FOCUS SKILLS:

 

Listening

DURATION:

Choose an item.

 
 

RESOURCES:

   

CONTENT

Main Skill: Listening

 

Others:(Pls specify)

STANDARD:

1.1

Understand meaning in a variety of familiar context

Complementary Skill: Listening

 

CROSS

1.1

Understand meaning in a variety of familiar context

CURRICULAR

LEARNING

Main Skill: Listening 1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of familiar topics Complementary Skill: Listening 1.1.4 Understand longer sequences of supported classroom instructions

ELEMENTS:

STANDARD:

Science and

Technology

LEARNING

LANGUAGE/

3.

Modal verbs to talk about rules and obligations (must, musn't, should,

DOMAIN :

GRAMMAR FOCUS

shouldn't)

 

Apply

   

LEARNING

By the end of the lesson, pupils will be able to:

   

OBJECTIVES:

understand with little or no support specific information and details in simple longer texts on phone ethics

a.

ASSESSMENT:

Presentation

b.

understand longer sequences of supported classroom instructions on

completing the graphic organisers

 

MORAL VALUES:

ACTIVITIES:

PRE‐LESSON

 

1.

T shows his/her cellphones to the class and elicits pupils’ responses on

the use of phone in daily life.

 

2. Pupils respond verbally and T writes on the board.

3. T introduces today’s topic which is “Disconnect to Connect”.

 

LESSON

1.

T distributes the graphic organisers to pupils.

 

2.

T plays three audios on:

a.

Using Phone while driving

b.

Is It Okay To Use Phone At Dinner?

c.

Be Kind Online

2.

Based on the audios played, pupils need to complete the graphic

organisers.

 

3.

T calls pupils randomly to share the answers.

POST‐LESSON:

1.

Pupils are asked to list out 5 ethics of using social messaging applications

(Whatsapp, Telegram, Face Time, Snapchat).

 

TEACHER’S

 

REFLECTION:

APPENDIX A

Write keywords from the audio that you have listened.

USING PHONE WHILE DRIVING
USING
PHONE
WHILE
DRIVING

APPENDIX B

Write keywords from the audio that you have listened.

APPENDIX B Write keywords from the audio that you have listened. PHONE AT DINNER? IS IT
APPENDIX B Write keywords from the audio that you have listened. PHONE AT DINNER? IS IT
PHONE AT DINNER?
PHONE AT
DINNER?

IS IT OKAY

TO USE

APPENDIX B Write keywords from the audio that you have listened. PHONE AT DINNER? IS IT
APPENDIX B Write keywords from the audio that you have listened. PHONE AT DINNER? IS IT

APPENDIX C

Write keywords from the audio that you have listened.

BE KIND ONLINE
BE KIND ONLINE

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 19

TIME:

THEME/TOPIC:

To Phone or Not To Phone

 

FOCUS SKILLS:

Speaking

DURATION:

Choose an item.

 
 

RESOURCES:

   

CONTENT

Main Skill: Speaking

 

Handout

STANDARD:

2.1

Communicate information, ideas, opinions and feelings intelligibly on

familiar topics

 

CROSS

Complementary Skill: Speaking

CURRICULAR

2.1

Communicate information, ideas, opinions and feelings intelligibly on

ELEMENTS:

familiar topics

 

Science and

LEARNING

Main Skill: Speaking 2.1.2 Ask about and express rules and obligations Complementary Skill: Speaking 2.1.4 Explain and give reasons for simple advice

 

Technology

STANDARD:

LEARNING

DOMAIN :

LANGUAGE/

3.

Modal verbs to talk about rules and obligations (must, musn't, should,

Apply

GRAMMAR FOCUS

shouldn't)

LEARNING

By the end of the lesson, pupils will be able to:

 

ASSESSMENT:

OBJECTIVES:

ask about and express rules and obligations on ethics of using social media / social messaging apps

a.

Presentation

b.

explain and give reasons for simple advice to people who use phones

MORAL VALUES:

excessively

ACTIVITIES:

I.

PRE‐LESSON

1.

T recites a poem entitled “Phone” by Marie Christie (refer to the

Appendix)

2.

T questions pupils the effects of using social media / social messaging

apps excessively.

 

3.

Pupils respond verbally.

LESSON

1. Pupils are asked to sit in groups.

 

2. Each group is given a poem.

3. T chooses pupils randomly to recite the poem.

4. Based on the poems, in groups, pupils need to explain the rules of using

phone in public places and give advice to those who use phone too much.

5.

Then, representative from each group needs to present the outcome.

POST‐LESSON:

 

1.

Pupils fill in exit card on the moral values they get from the lesson.

TEACHER’S

 

REFLECTION:

Appendix D

PHONE by Marie Christine

I wake up Check my phone There are no texts/calls/notifications

My sister wakes up Checks her phone She has to scroll down to see All her messages

It is lunch break

I check my phone

There are no texts/calls/notifications

Sometimes my phone Made for social acceptance And interaction Makes me more lonely And it shows me that I am alone

I go to bed

I check my phone I am alone

Appendix E

Cell Phone Clones by Del Maximo

Yo Terry, what’s up bro? talking to yourself all the time now oh, yeah? is that a blue tooth or a blue ear? is it surgically attached? do you wear it to bed? take it with you into the shower? Man, you would never be so crazy it can’t be you it’s got to be your cell phone clone

hey lady, can you see that green arrow it won’t last forever what’s up…honk, honk you’re on the phone? We’re gonna to miss the left …turn honey, you must be blind how’d you get your license? is that Lynne? it can’t be you got to be your cell phone clone

A. K., another call? and we’re supposed to be having a conversation kickin’ it now you’re text messaging under the table and you think I don’t notice? Dude, I’m not that stupid and you, my brother, would never be that rude to me it can’t be you got to be your cell phone clone

Leon, dude! How many cell phones you need? You’re talking on the one you got pressed onto your ear There’s another on the table in front of you Do you have one more? You could be a juggler Join the circus

Girlfriend, don’t you realize the light has changed and you’re standing in the crosswalk in the middle of the street? hang up the phone and step—yeah, you I see cell phone clones Are you one too?

Appendix F

It’s A Cell Phone World by Robert Blankenship

Our society is obsessed with the cell phone That ever present handy little device If we could just leave it behind Sometimes that would be nice

I've observed people literally Walk into a door While looking down at their cell phone As if gazing at the floor

A call a text or Instagram Excuse me I have to check my mail Oh my God!!!My batteries low!! Please my phone do not fail

I know we're here for dinner But I must text a friend LOL and OMG Now it's time to send

Cell phones have their place I guess in today's society But there would not be one in existence If it were up to me

No one can communicate As in talking face to face This type of interaction Has by the cell phone been replaced

I guess that's just the way it is today O how I long for the days of old When you had to find a pay phone In the heat or rain or cold

Drop a quarter in the slot Or maybe just a dime Better say what you want Your running out of time

I'm just a little old fashioned I guess I like the way it used to be When two would sit and talk Without interruption from technology

Cell Phones Everywhere

Appendix G

Everywhere I look and everywhere I see Everyone seems to have a cell phone at the ear! It really drives me crazy! It really drives me nuts! When we are talking, don’t answer it, No ifs, no ands, no buts! And when we’re at the ballgame, Or when we’re at the movie Turn those cell phones off, They aren’t the least bit groovy! It’s just an electronic leash! It’s just really too much! Anyone can track you down, Come, let’s keep in touch!

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 20

TIME:

THEME/TOPIC:

 

FOCUS SKILLS:

Reading

DURATION:

Choose an item.

RESOURCES:

   

CONTENT

Main Skill: Reading

Handout

STANDARD:

3.1

Understand a variety of texts by using a range of appropriate reading

strategies to construct meaning Complementary Skill: Reading

 

CROSS

CURRICULAR

3.1

Understand a variety of texts by using a range of appropriate reading

ELEMENTS:

strategies to construct meaning

Science and

LEARNING

Main Skill: Reading

Technology

STANDARD:

3.1.2

Understand specific details and information in simple longer texts

Complementary Skill: Reading

LEARNING

3.1.3

Guess the meaning of unfamiliar words from clues provided by other

DOMAIN :

known words and by context

Analyse

LANGUAGE/

3.

Modal verbs to talk about rules and obligations (must, musn't, should,

GRAMMAR FOCUS

shouldn't)

ASSESSMENT:

LEARNING

By the end of the lesson, pupils will be able to:

Presentation

OBJECTIVES:

understand specific details and information in simple longer drama scripts on Cell Phones Zombies

a.

MORAL VALUES:

b.

guess the meaning of unfamiliar words from clues provided by other

known words and by context

ACTIVITIES:

PRE‐LESSON

1.

T asks a question to pupils: What would happen to the world if cell

phones were not invented ?

2.

Pupils respond verbally. T introduces today’s topic.

LESSON

1.

Pupils sit in groups. Each group is given a play script entitled Cell Phones

Zombies.

2. Based on the play script, pupils are asked to do reader’s theater.

3. Pupils present to the class.

4. Then, T distributes worksheet to pupils.

5. Pupils complete the worksheet individually and T checks the answers.

POST‐LESSON:

1.

Pupils share with T the moral values they have learned from the activity.

TEACHER’S

 

REFLECTION:

Appendix H

(Two time travelers, BAKER and JONES, are on stage. They can either be in a spotlight with other people lumbering around in the darkness behind them or them alone on stage with people moaning off stage)

BAKER We have travelled back in time to a critical time in our history. This is a key moment where our world was nearly destroyed by a mind numbing technology that turned everyone into zombies. This is the zombie apocalypse!

(Lights come up and people - ZOMBIE JOE and MOE - wander around the stage looking at their cell phones moaning as they walk not looking where they are going and bumping into each other which causes more moaning. More Zombie Cell Phone Users can be added if available)

JONES

It's horrible. What caused our ancestors to suffer this terrible fate?

BAKER

It's these strange devices they are all carrying around and staring at. They've all been put into a trance by these things. They can't stop looking at them.

JONES

What's that strange sound they’re all making?

BAKER

We call it the iMoan.

JONES

This is too horrible. I can’t watch. Why did you bring me back to see all this?

BAKER

Because history tells us you are the one who stops it. You are our saviour, The Chosen One. A time traveller with your name is the one who saves humanity.

JONES

Are you sure it was me? Jones is a pretty common name. I went to school with someone with the same name first and last name even, that’s how common it is.

BAKER

I sure hope you're the right one. We've been planning this your entire life.

JONES

You mean you've been grooming me my whole life to travel back in time and save the world?

BAKER

Yes.

Appendix H

JONES So how am I supposed to save the world anyway?

BAKER We're not sure.

JONES Hey! Lookout! That zombie is driving a car while looking at one of those devices!

BAKER This is bad. These are all manual vehicles. No self-driving cars in this time period.

JONES It's headed right for us!

BAKER I have to stop it. You have to be safe! You must complete your mission!

JONES What are you doing?!

(BAKER runs off stage. There is a car screech and thump - or this can be staged in a silly way with a zombie person driving a small kid car or a cut-out of a car and hits BAKER)

ZOMBIES (Zombies come and take pictures of Baker lying on the road. They are trying to post them on the social media)

JONES (CONT.)

Oh no! Baker’s dead. What do I do? Okay, stay calm Jones. You were trained for this kind of situation. Look in the emergency kit. We have a wound self-cleaning bandage, common cold cure tablet, and unlimited credit instant currency card good for any time period, instant shelter just add water, daily meal pill… a sonic toothbrush

(Turns it on. Zombie Joe, who is closest to JONES stops and moans louder. Phone isn’t working anymore. Zombie Joe holds it up to the sky and tries to get reception)

JONES (CONT.) Did the sonic toothbrush just disrupt your phone?

(JONES points it at another person, ZOMBIE MOE, and turns it on. That person’s phone stops working. They moan too and hold it up too trying to get reception).

(More zombies stop and moan and hold up their phones. If more actors are not available then the moaning can come from off stage. The first and second zombies, JOE and MOE, are starting to turn back to normal)

ZOMBIE JOE What’s going on?

ZOMBIE MOE I don’t know.

ZOMBIE JOE Where am I?

Appendix H

JONES Welcome to the future, my good people. I have freed you of the terrible creature that took over your world. Be free of this hideous device forever.

(Takes Zombie Moe’s phone and throws it)

ZOMBIE MOE Hey! I don’t have insurance on that!

ZOMBIE JOE I have another plan. I can drop it and get a new one. I do that monthly. I always have to have the latest phone.

ZOMBIE MOE Let’s go get new ones. I heard the new iPid is awesome.

ZOMBIE JOE What’s an iPid?

ZOMBIE MOE I have no clue but it’s new!

ZOMBIE JOE I want one!

(ZOMBIE MOE and JOE exit)

JONES It’s no good. They are obsessed. I will have to find a way to destroy all the phones.

(Turns sonic toothbrush on. More moaning)

JONES Yes! This is it! The sonic toothbrush. Baker, wake up! I have found the way.

BAKER What has happened? (Feeling dizzy)

JONES This sonic toothbrush can disrupt the signal of the phones. This can save the world!

(BAKER and JONES use the sonic toothbrush to disrupt the signal of the phones and they manage to save the world).

Appendix I

Cell Phones Zombies
Cell Phones
Zombies
Appendix I Cell Phones Zombies What did the Zombies do in the play script?
Appendix I Cell Phones Zombies What did the Zombies do in the play script?
Appendix I Cell Phones Zombies What did the Zombies do in the play script?
Appendix I Cell Phones Zombies What did the Zombies do in the play script?
What did the Zombies do in the play script?
What did the Zombies do in
the play script?
Appendix I Cell Phones Zombies What did the Zombies do in the play script?

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 21

TIME:

THEME/TOPIC:

 

FOCUS SKILLS:

Language Awareness

DURATION:

Choose an item.

RESOURCES:

   

CONTENT

Main Skill: Choose an item. Choose an item.

 

Choose an item.

STANDARD:

Complementary Skill: Choose an item.

CROSS

Choose an item.

CURRICULAR

LEARNING

Main Skill: Choose an item. Choose an item.

 

ELEMENTS:

STANDARD:

Science and

Complementary Skill: Choose an item.

Technology

Choose an item.

LEARNING

LANGUAGE/

3. Modal verbs to talk about rules and obligations (must, musn't, should, shouldn't)

DOMAIN :

GRAMMAR FOCUS

Choose an item.

LEARNING

By the end of the lesson, pupils will be able to:

OBJECTIVES:

ASSESSMENT:

ACTIVITIES:

PRE‐LESSON

Presentation

LESSON

MORAL VALUES:

POST‐LESSON:

TEACHER’S

 

REFLECTION:

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 22

TIME:

THEME/TOPIC:

 

FOCUS SKILLS:

 

Writing

DURATION:

Choose an item.

RESOURCES:

   

CONTENT

Main Skill: Writing

Others:(Pls specify)

STANDARD:

4.1

Communicate intelligibly through print and digital media on familiar

topics

CROSS

Complementary Skill: Writing

CURRICULAR

4.2

Communicate with appropriate language, form and style

ELEMENTS:

LEARNING

Main Skill: Writing 4.1.2 Describe future plans or events Complementary Skill: Writing 4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns

Science and

STANDARD:

Technology

LEARNING

DOMAIN :

LANGUAGE/

3.

Modal verbs to talk about rules and obligations (must, musn't, should,

Create

GRAMMAR FOCUS

shouldn't)

LEARNING

By the end of the lesson, pupils will be able to:

ASSESSMENT:

OBJECTIVES:

a. describe future plans or events on a No Phone Zone Pledge

Presentation

b. connect sentences into two coherent paragraphs or more using basic

coordinating conjunctions and reference pronouns to write the pledge

MORAL VALUES:

ACTIVITIES:

PRE‐LESSON

1.

T reads Oprah’s No Phone Zone Pledge. T informs pupils that they will

come out with similar pledge for the lesson.

 

LESSON

1. Pupils sit in groups. Each group is given a template to write their pledge.

2. T facilitates the process.

3. Pupils present the pledge and the presentation is evaluated by T and

their peers.

POST‐LESSON:

1.

Pupils paste the pledges on the wall.

TEACHER’S

 

REFLECTION:

Appendix J

Appendix J

THE PLEDGE OF USING MY CELLPHONE

Appendix K
Appendix K

On

this

in

, I hereby pledge to:

the

year

Signed:

Witness:

Lesson 22 : My pledge

Group :

Assessment 1a: Peer

Date :

Peer Assessment Form

Now that you’ve watched your friends’ presentation, it’s time to give some feedback to the

group! Below is a list of reflections that you need to assess. Please tick in the suitable box

for each reflection.

 

Reflection

  Reflection
  Reflection
  Reflection
  Reflection
  Reflection
 

1

2

3

4

5

1

We hear the presentation clearly

         

2

We understand the presentation

         

3

We enjoy the presentation

         
 

TOTAL

 

/15

What we love about the presentation:

What can be improved:

Lesson 22 : My Pledge

Group :

Assessment 1b : Teacher evaluation

Date :

Assessment Form

Below is a list of reflections for teacher to assess. Please tick in the suitable box for each

reflection.

 

Reflection

  Reflection
  Reflection
  Reflection
  Reflection
  Reflection
 

1

2

3

4

5

 

Delivery – pronunciation,

         

1

intonation, word stress, audibility

2

Content – exhibited good understanding of the topic

         
 

Body language – eye

         

3

contact, hand gesture, teamwork

TEACHER EVALUATION

 

/15

 

PEER EVALUATION

 

/15

 

GRAND TOTAL =

 

/30

What I love about this group’s presentation:

What can be improved:

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 23

TIME:

THEME/TOPIC:

 

FOCUS SKILLS:

LiA

DURATION:

Choose an item.

RESOURCES:

   

CONTENT

Main Skill: Literature in Action 5.1 Engage with, respond to and intrepret a variety of literary text types Complementary Skill: Choose an item.

Others:(Pls specify)

STANDARD:

CROSS

Choose an item.

CURRICULAR

LEARNING

Main Skill: Literature in Action 5.1.2 Identify and describe in simple language the key characters in a text Complementary Skill: Choose an item.

ELEMENTS:

STANDARD:

Science and

Technology

Choose an item.

LANGUAGE/

3.

Modal verbs to talk about rules and obligations (must, musn't, should,

LEARNING

GRAMMAR FOCUS

shouldn't)

DOMAIN :

LEARNING

By the end of the lesson, pupils will be able to:

Analyse

OBJECTIVES:

a. identify and describe in simple language the key characters based on the drama script in Lesson 20

ASSESSMENT:

ACTIVITIES:

PRE‐LESSON

Presentation

1.

T elicits pupils’ responses on the drama they have acted out. Ss respond

verbally.

MORAL VALUES:

LESSON

1.

Pupils sit in groups. Each group is given a template to identify and

describe the characters in the drama script. Pupils need to sketch the face

of the characters.

2. T facilitates the process.

3. Pupils need to come up with 3 simple sentences to describe each

character and write the sentences at the bottom of the sketch.

4.

Pupils present the outcome in the style of gallery walk.

POST‐LESSON:

1.

Pupils can give stars or put stickers on the best sketch.

TEACHER’S

 

REFLECTION:

Appendix L

Appendix L Cell Phones Zombies Zombie Moe Zombie Joe
Cell Phones Zombies
Cell Phones
Zombies
Appendix L Cell Phones Zombies Zombie Moe Zombie Joe
Appendix L Cell Phones Zombies Zombie Moe Zombie Joe

Zombie

Moe

Zombie

Joe

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 24

TIME:

THEME/TOPIC:

Health and Environment / Personal Hygiene

 

FOCUS SKILLS:

Listening

 

DURATION: 1 hour

Choose an item.

 

RESOURCES:

   

CONTENT

Main Skill: Listening

 

Handout

STANDARD:

1.1

Understand meaning in a variety of familiar context

Complementary Skill: Speaking

 

CROSS

2.1

Communicate information, ideas, opinions and feelings intelligibly on

CURRICULAR

familiar topics

 

ELEMENTS:

LEARNING

Main Skill: Listening 1.1.5 Understand more complex supported questions Complementary Skill: Speaking 2.1.4 Explain and give reasons for simple advice

 

Values

STANDARD:

LEARNING

DOMAIN :

LANGUAGE/

5. Modal verbs to give and talk about advice (can, could, should, shouldn't, might)

Problem Solving

GRAMMAR FOCUS

LEARNING

By the end of the lesson, pupils will be able to

 

ASSESSMENT:

OBJECTIVES:

 

i. understand more complex supported questions by matching 10 answers to 10 questions.

Choose an item.

ii. explain and give advice to each personal hygiene problem.

MORAL VALUES:

ACTIVITIES:

I. PRE‐LESSON

 
 

Teacher writes/displays a few keywords on the board (cleanliness, hygiene, good habit). Pupils need to list down other words relating to the keyword.

Teacher plays a video on cleanliness. Asks whether pupils experience similar situation.

https://www.youtube.com/watch?v=4PaaR1B0b2w

While watching the clip, teacher asks pupils to tick or circle how many words they have on their list were mentioned in the cleanliness clip.

Pupils share their list with the class.

II. LESSON

 
 

Teacher displays 10 questions and 10 answers (the answers are jumbled up). Instructs pupils to work in pairs and predict which answer goes with which question.

Teacher plays the video again so pupils can match the answers to the questions.

Teacher asks pupils to identify keywords or phrases in the answers that helped them work out which ones go together.

Pupils work in pairs and come up with a cleanliness related problem that they might face living in a hostel. Pupils will ask their partners for advice to each problem given

III. POST‐LESSON:

 
 

Pupils shared briefly about taking care of their hostel room.

TEACHER’S

 

REFLECTION:

Match these 10 questions to their answers.

Match these 10 questions to their answers. 1. What is the boy’s name? 2. Why was

1. What is the boy’s name?

2. Why was the kitchen sink at Sham’s house dirty?

3. What were found everywhere in his house?

4. Why can’t Sham eat inside his house?

5. What was Sham’s decision?

6. What did Sham do to get rid of mosquitoes and cockroaches?

7. How often should we clean our house?

8. What should we do if there are mosquitoes in our house?

9. Why should we protect our food with food cover?

10. Why should we keep ourselves from being bitten by mosquitoes?

should we keep ourselves from being bitten by mosquitoes? · We should use mosquito coil, insecticides
should we keep ourselves from being bitten by mosquitoes? · We should use mosquito coil, insecticides

· We should use mosquito coil, insecticides and mosquito net when sleeping.

· It may lead to many diseases.

· His name is Sham.

· He sprayed insecticides on them.

· He did not dispose of the rubbish.

· His house has become a breeding ground for flies and mosquitoes.

· We should do it every day.

· To keep it from being spoilt.

• He decided to clean his whole house.

There were harmful insects in his house.

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

 

LESSON: 25

TIME:

THEME/TOPIC:

Health and Environment / Personal Hygiene

 

FOCUS SKILLS:

Speaking

 

DURATION: 1 hour

Choose an item.

 

RESOURCES:

   

CONTENT

Main Skill: Speaking

 

Handout

STANDARD:

2.1

Communicate information, ideas, opinions and feelings intelligibly on

Table ofThe

Undesirables

familiar topics

 

Complementary Skill: Writing

   

4.1

Communicate intelligibly through print and digital media on familiar

CROSS

topics

 

CURRICULAR

LEARNING

Main Skill: Speaking

 

ELEMENTS:

STANDARD:

2.1.3

Ask about and describe future plans or events

Values

Complementary Skill: Writing

4.1.2

Describe future plans or events

LEARNING

LANGUAGE/

5. Modal verbs to give and talk about advice (can, could, should, shouldn't, might)

DOMAIN :

GRAMMAR FOCUS

Problem Solving

   

LEARNING

By the end of the lesson, pupils will be able to

   

OBJECTIVES:

 

i. ask about and describe solutions for each personal hygiene problem by using the modal verbs, should and shouldn’t.

ASSESSMENT:

Choose an item.

ii. describe future plans to solve a personal hygiene problem.

 

MORAL VALUES:

ACTIVITIES:

I. PRE‐LESSON

 
 

Teacher writes “Clean” on the board. Pupils work in pairs and talk about items they would clean daily, weekly and monthly.

Teacher relates to today’s lesson, i.e. about personal hygiene.

II. LESSON

 
 

Teacher distributes Table of The Undesirables handout.

Pupils are to collect two solutions for each personal hygiene problem from other pupils.

III. POST‐LESSON:

 
 

Recap lesson.

TEACHER’S

 

REFLECTION:

Table of the Undesirables

Provide suggestions to deal with these problems.

Appendix M















Form 1

LESSON PLAN

DATE: 8/1/2018 DAY: Monday

CLASS:1

SUBJECT: English

LESSON: 26

TIME:

THEME/TOPIC:

Health and Environment / Personal Hygiene

 

FOCUS SKILLS:

Reading

 

DURATION: 1 hour

Choose an item.

 
 

RESOURCES:

   

CONTENT

Main Skill: Reading

 

Handout Understanding Body Odour: No Sweat!

STANDARD:

3.1

Understand a variety of texts by using a range of appropriate reading

strategies to construct meaning

 

Complementary Skill: Reading

3.1

Understand a variety of texts by using a range of appropriate reading

 

strategies to construct meaning

 

CROSS

LEARNING

Main Skill: Reading

 

CURRICULAR

STANDARD:

3.1.2

Understand specific details and information in simple longer texts

ELEMENTS:

Complementary Skill: Reading

 

Values

3.1.4

Use with some support familiar print and digital resources to check

meaning

 

LEARNING

LANGUAGE/

5. Modal verbs to give and talk about advice (can, could, should, shouldn't, might)

DOMAIN :

GRAMMAR FOCUS

Problem Solving

   

LEARNING

By the end of the lesson, pupils will be able to

   

OBJECTIVES:

 

i. understand specific details and information on the article, Understanding Body Odour: No Sweat!.

ASSESSMENT:

Written Exercise

ii. use dictionary to check meaning.

 
 

MORAL VALUES:

ACTIVITIES:

I. PRE‐LESSON

 
 

Teacher plays a video on personal hygiene.

 

https://www.youtube.com/watch?v=jQ2e0KH5WrI

II. LESSON

 
 

Teacher distributes Understand Body Odour handout.

Pupils are to complete the tasks on the handout given.

III. POST‐LESSON:

 
 

Pupils are to complete the Body Odour Survey.

TEACHER’S

 

REFLECTION:

Appendix N

Understanding Body Odor: No Sweat!

Taking a bath during the Middle Ages was considered bad for you. In fact, they thought being naked was evil and letting the water touch you could make you extremely ill. Queen Isabella boasted that she only took two baths her entire life. Some colonial American leaders said that bathing was impure since it promoted nudity. The truth is that it was pretty hard to get a bath before the invention of running water. It had to be carried into the house in buckets and heated on a fire or stove. Generally, everyone took a bath in the same water (yuck!), and the youngest was usually last. Naturally, all this changed when people found out that cleanliness improved their health. However, despite improved bathing habits, body odour is still a problem for all of us, even today. The human body has more than two million sweat glands. These glands actually produce two kinds of sweat: eccrine (eck-ren) a clear, odourless sweat that appears all over our bodies, which performs the vital role of controlling body temperature, and apocrine (app- ah-kren), a thicker substance that is produced by glands in the underarm, scalp, and groin areas. The apocrine glands don't really start working until you hit the teenage years, but then, bring out the deodorant! These are the glands that produce the sweat that smells. The actual sweat has almost no smell. Body odour comes when (you guessed it) bacteria on the skin eats the sweat. Bacteria give off wastes, and things start to stink. That's why a locker room smells so bad. Bacteria start growing on those sweaty uniforms and, PHEW, it smells like a herd of sheep was camping out in there. (Bacteria are the culprits for bad breath and stinky poop, too.) How do we remedy this smelly situation? First, take a shower or bath. Taking a shower regularly helps get rid of the bacteria wastes on your skin. Many people use antiperspirants and deodorants, but not everyone can use these products. If you have sensitive skin, you can try a homemade deodorant. (Mixing witch hazel, aloe vera, and mineral water with a little glycerine and some sweet-smelling oil is one kind of homemade deodorant.) Next, change your underclothes daily and wear loose, natural-fibre clothing that "breathes" and allows air to circulate next to your skin. Put on clean clothing after showering, or you'll be right back where you started. Which part of your body do you think sweats the most? Did you guess your armpits? Nope. It's your feet. Nobody wants to smell bad. So, if you're thinkin' you're stinkin,' take a shower, and you'll smell like a flower. If you're always in motion, use some sweet-smelling lotion, and after that, don't sweat it!

A. Answer the questions.

1. What did people of the Middle Ages think about taking a bath?

2. How many baths did Queen Isabella take over her lifetime?

A. ten

B. three

C. none

D. two

3. Which kind of sweat gland controls our body temperature?

A. eccrine

B. endocrine

C. lymph

D. adrenalin

4. What causes our sweat to smell bad?

5. How does taking a shower help get rid of body odour?

A.

gets rid of hair

B. washes away sweat glands

C.

gets rid of bacteria wastes

D. gets rid of dirt

6. Which part of our body sweats the most?

B. WHAT’S YOUR SAY?

Appendix N

1. Do you think having body odour is embarrassing? Why?

2. Have you ever been around someone who smells bad? What do you do?

3. How can you be polite when around someone who smells bad?

4. Is there a polite way to tell someone they have B.O.(body odour)?

C. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

D. BODY ODOUR SURVEY Write five GOOD questions about body odour in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

 

STUDENT 1

STUDENT 2

STUDENT 3

Q.1.

     

Q.2.

     

Q.3.

     

Q.4.

     

Q.5.

     

Now return to your original partner and share and talk about what you found out. Change partners often.

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 27

TIME:

THEME/TOPIC:

Health and Environment / Personal Hygiene

 

FOCUS SKILLS:

Writing

DURATION: 1 hour

Choose an item.

 
 

RESOURCES:

   

CONTENT

Main Skill: Writing

 

Handout

STANDARD:

4.1

Communicate intelligibly through print and digital media on familiar

The Undesirables

topics

Complementary Skill: Writing

 

CROSS

4.2

Communicate with appropriate language, form and style

CURRICULAR

LEARNING

Main Skill: Writing 4.1.3 Narrate factual and imagined events and experiences Complementary Skill: Writing 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in response to feedback

ELEMENTS:

STANDARD:

Values

LEARNING

DOMAIN :

LANGUAGE/

5. Modal verbs to give and talk about advice (can, could, should, shouldn't, might)

Create

GRAMMAR FOCUS

LEARNING

By the end of the lesson, pupils will be able to

 

ASSESSMENT:

OBJECTIVES:

i. prepare a poster on personal hygiene problems and ways to solve them.

Presentation

ii. produce a poster.

 

MORAL VALUES:

ACTIVITIES:

I. PRE‐LESSON

 
 

Teacher displays Brit’s Personal Hygiene poster. Teacher elicits response from pupils.

II. LESSON

 
 

In groups, pupils choose one personal hygiene problem from The Undesirables (Lesson 25).

Pupils to create a poster on the personal hygiene chosen and ways to solve the problem. Teacher can use Brit’s Personal Hygiene poster as a sample for the layout.

III. POST‐LESSON:

 
 

Preparation for Gallery Walk.

TEACHER’S

 

REFLECTION:

Form 1

DATE: 8/1/2018 DAY: Monday

LESSON PLAN

CLASS:1

SUBJECT: English

LESSON: 28

TIME:

THEME/TOPIC:

Health and Environment / Personal Hygiene

 

FOCUS SKILLS:

Language Awareness

 

DURATION: 1 hour

Choose an item.

 

RESOURCES:

   

CONTENT

Main Skill: Choose an item. Choose an item.

 

Not Applicable

STANDARD:

Complementary Skill: Choose an item.

CROSS

Choose an item.

CURRICULAR

LEARNING

Main Skill: Choose an item. Choose an item.

 

ELEMENTS:

STANDARD:

Choose an item.

Complementary Skill: Choose an item.

Choose an item.

LEARNING

DOMAIN :

   

LANGUAGE/

5. Modal verbs to give and talk about advice (can, could, should, shouldn't, might)

Evaluate

GRAMMAR FOCUS

LEARNING

By the end of the lesson, pupils will be able to

 

ASSESSMENT:

OBJECTIVES:

i. present a poster on personal hygiene

Presentation

ii. explain about personal hygiene using the modals should and shouldn’t.

MORAL VALUES:

ACTIVITIES:

I. PRE‐LESSON

 

Recall on the modals (should and shouldn’t) learnt.

II. LESSON

 
 

Each group displays their poster on personal hygiene. Each group will elect a representative to present their group’s poster while the rest of the members will visit other posters.

Teacher and pupils are to evaluate each poster.

III. POST‐LESSON:

 

Nominate the best poster.

TEACHER’S

 

REFLECTION:

Table of The Undesirables

Group :

Assessment 2a: Peer evaluation

Date :

Peer Assessment Form

Below is a list of components that you need to assess. Please tick the suitable box .

 

Component

  Component
  Component
  Component
  Component
  Component
 

1

2

3

4

5

1

Content – sufficient knowledge of the topic

         
 

Language – good use of

         

2

vocabulary, grammatically accurate

 

Body language – eye

         

3

contact, hand gesture, teamwork

 

TOTAL

 

/15

What we love about this group’s poster:

What can be improved:

Table of The Undesirables

Group :

Assessment 2b : Teacher evaluation

Date :

Assessment Form

Below is a list of components for teacher to assess. Please tick in the suitable box.

 

Component

  Component
  Component
  Component
  Component
  Component
 

1

2

3

4

5

1

Content – sufficient knowledge of the topic