TEACHING ORGANISER

Be Wise, Think Twice

Name of Teacher(s): Mr Ab Halim, Madam Saodah, Madam Nur Aimi

Form

Duration(weeks)

Grammar Item(s)

3 weeks

Nouns
i) countable nouns
Ii) uncountable nouns

Domain (s)

Theme

Topic

Personal

Consumerism and Financial

Awareness

Be Wise, Think Twice

Educational

EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to objectives)
Strategies to be a smart consumer
Making plans before buying

TEACHING AND LEARNING STRATEGIES

Pupil centeredness
Cooperative learning

CROSS CURRICULAR ELEMENTS

Values
Financial Education
Global Sustainability
I -Think tools

Listening and Speaking

Duration:1.5 hours

Content Standard(s):
1.2 : Listen to, engage and interpret meaningful conversation.
1.4 : Speak intelligibly,eloquently and appropriately for different purposes,audiences, contexts and cultures
Learning Standard(s):
1.2.2 : Listen to text of different genres and classify the grammar items and vocabulary
1.44 :Express feelings and give simple descriptions of personal experiences orally.
Activity(ies):
LESSON 1 (30 minutes)
Task 1 (Textbook page 38)
1. Listen to a dialogue and and complete the dialogue.
2. Discuss answers with a partner (Think-Pair-Share )
3. Whole class discussion.
LESSON 2 (60 minutes)
Task 4 (Textbook page 39)
1. Group Ss in 4-5
2. Explain to ss the following situation
Five friends are coming to your house to do a school project. You would like to prepare food for them.You have RM50. List what
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you want to buy. Give reasons for your choice. You may use the notes given to help you.
3. Distribute a grocery shopping advertisement for each group.
4. Ss make calculation (refer to example given)
5. Presentation
Formative Assessment:
LESSON 1 : Gap filling exercise
LESSON 2 : Group presentation.
Resources:
1) Listening audio (Chapter 4 : Task 1) -CD/Pendrive/Mobile phone
2) Form 1 Text Book
3) Grocery shopping advertisements (8-10 copies)
Reflection:

Reading

Duration:1.5 hours

Content Standard(s):
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2.1 : Demonstrate understanding of a variety of texts using a range of strategies to comprehend texts related to everyday living
2.2 : Apply a range of strategies to comprehend texts related to everyday living
Learning Standard(s):
2.1.2 : Understanding meanings of words from print media by using i) dictionary
2.2.2 : Demonstrate understanding by
i ) identifying main ideas in given texts
2.2.2 :Locate and organise information by
i) using graphic organisers
2.3.1 : Read various texts and retrieve information by
i ) skimming and scanning
Activity(ies):
LESSON 1 (30 minutes)
1. Read the following words and ask students to write down the words
advertisement, billboard, commercial, budget, product, consumer, deal, gimmick
2. Check spelling
3. Ask ss to complete vocabulary journal based on the words above(refer format in TB Pg 40).
LESSON 2 (1 hour)
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1. Group students (4-5 Ss per group)

2. Give each group an envelope containing a jumbled up text (refer Textbook page 40)
3. Ss rearrange the paragraphs into the correct order.
4. Discuss answers
5. Ss complete reading comprehension exercise (Textbook page 41)
6. Discuss answers
Formative Assessment:
Lesson 1 : Spell it right(S-I-R) exercise
Lesson 2 : Reading comprehension exercise
Resources:
Textbook,dictionary, jumbled up texts
Reflection:

Writing

Duration:1.5 hours

Content Standard(s):

3.1 Apply appropriate writing skills strategies

3.2 Produce a variety of texts for creative, personal, academic and functional purposes
Learning Standard(s):
3.1.1 Organise and write ideas in paragraph
ii ) captions for illustrations, posters and cartoon
3.1.3 Apply pre-writing strategies
i) brainstorming
3.2.2 Write for creative and personal expressions:
iii) posters and slogans

Activity(ies):
LESSON 1 (30 minutes)
1. Group ss (4-5 ss per group).
2. Distribute worksheet 1 and ask Ss to complete task(I- think : Bubble map).
3. Discuss answers
4. Explain to Ss what is an impulse buying and its disadvantages. (Definition : an unplanned decision to buy a product or service, made
just before a purchase -influenced by promotion messages etc).
5. Discuss ways to refrain from impulse buying. Encourage Ss to write them in a form of captions/catchy phrases.
Example : Say no to impulse buying/ Stop now or never,
6. Discuss answers

Note : Inform Ss to bring pictures/illustration/ cartoons needed to create poster about How to refrain from impulse buying in the next lesson.
LESSON 2 (1 hour)
1. Ss design posters with the materials they have.(Group work)

2. Ss share their posters. Ss provide peer feedback

3. Choose winner (best poster & most effective caption)

Formative Assessment:
Lesson 1 : Caption writing
Lesson 2 : Poster writing
Resources:
Worksheet, newspaper and magazine cuttings, glue, colour pencils
Reflection:

Grammar

Duration: 1 hour

Content Standard(s):
4.1 : Identify and use language structures appropriately according to contexts.
Learning Standard(s):
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4.1.1 : Identify and use nouns appropriately according to contexts

(iii) countable nouns

(iv) uncountable nouns

Activity(ies):
1. Draw I-Think tree map in the middle of the board
2. Ss brainstorm examples of countable and uncountable nouns.
3. Write downs answers. Ask ss to add 5 more examples for each category
4. Review some basic rules when using countable and uncountable nouns
5. Practice ( Suggestion : TB pg 45, 49,50)
6. Discuss answers and provide feedback
Formative Assessment:
Grammar exercise
Resources:Text book
Reflection:

ACTION-ORIENTED TASK(S)
(These action-oriented tasks ensure that all the four language skills and the Grammar elements

Duration: 2 hours

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):

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1.1 Listen to and use correct pronunciation, stress, rhythm and intonation patterns to communicate
1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, context and cultures
Learning Standard(s):
1.1.2 Speak with correct intonation, stress and sentence rhythm
1.4.2 Participate in simple conversation using speech acts:
i) greeting
ii) apologies
iii) invitation
iv) compliment
v) request
Activity(ies):
ROLE PLAY ABOUT CHOOSING A PHONE BETWEEN CUSTOMER(S) AND SELLER
LESSON 1 : 1 hour (refer text book page 49: Choosing a phone)
1. Ask Ss to imagine that they are planning to buy a new phone and list down things they will do before making
decisions.
2. Discuss answers (in plenary)
3. Set a new scenario
You and your friends are at a department store and are having trouble finding the perfect phone for your sister as a
birthday gift. Write a conversation with the sales person discussing your sisters likes and dislikes, the pros and cons for
each model (refer TB pg49) decide on a model that you think is suitable for your sister and provide reasons for your
choice.

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4. Feedback
LESSON 2 (1 hour)
1. Presentation (role play)
2. Feedback
Assessment:
Role play presentation
Resources:
Textbook
Reflection:

Literature in Action

Duration:3 hours

Content Standard(s):
5.1 Engage and respond to a variety of literary texts 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
situations

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Learning Standard(s):
5.1.2 Read and understand various literary works
5.1.3 Share personal responses of issues related to literary works and develop new ideas or solve problems
5.2.4 Share personal responses to literary works through performances
Activity(ies):
LESSON 1- The Big Loan (1 HOUR)
1. Tell Ss they are going to write a persuasive message (in 100 words) to a bank manager to lend them money to pay for
their dream purchases. Write the notes below as their guidance
-Loan limit is up to RM100,000
-persuade the manager that your dream purchase is worthwhile, and that you are trustworthy enough to repay the loan
-what happen if you can not pay the loan and what are you willing to offer as the guarantee.
2. Ask any volunteers to read their messages
3. Feedback

LESSON 2 (1 HOUR)
1. Group Ss in a group of 5-6
2. Ss read the graphic novel
3. Ss discuss their predicted ending of the novel
4. In group, Ss plan the still images/mannequin presentation to describe their predicted ending.

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LESSON 3 (1 HOUR)
1. Ss present still images/ mannequin on the ending of the novel.
Formative Assessment:
1. Message writing
2. Still image presentation
Resources:
Textbook

Reflection:

Worksheet 1 : Fill in the bubbles with possible questions that might be lingering in Adams head as a smart consumer.

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