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TEACHING ORGANISER

The Savvy E Shopper

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


Form

Duration(weeks)

Grammar Item(s)

3 weeks

Adverbs
i) manner
ii) time
iii)place

Domain (s)

Theme

Topic

Personal

Consumerism and Financial


Awareness

The Savvy E Shopper

Educational

EXPECTATIONS
(questions/statements to be answered while and after lessons-similar to objectives)
Needs vs Wants
Making plans before buying

TEACHING AND LEARNING STRATEGIES


Pupil centeredness
Cooperative learning

CROSS-CURRICULAR ELEMENTS
Information and Communications Technology (ICT)
Creativity and Innovation
Financial Education
I-Think Tools -tree map

Listening and Speaking

Duration:1.5 hours
3

Content Standard(s):
Lesson 1 - 1.2 : Listen to, engage and interpret meaningful conversation
1.3 : Listen to and respond critically to a wide range of spoken, audio and visual info
Learning Standard(s):
Lesson 1 - 1.2.1 : Listen to and respond to instructions and procedures.
1.3.2 : Listen to and respond to spoken, audio and visual texts to:
i) compare and contrast
Activity(ies):
LESSON 1 (1 hour)
Task 3 (Textbook page 89)
1. Brainstorm with ss the online shopping companies they know. List them on the board ( I.e Lazada, Zalora, Fashion Valet)
2. Ask Ss to list possible issues related to online shopping. List them on the board.
3 .Explain to Ss the consumer protection and right - complain on delays, returning faulty good, refund
4. Read task 5. Role play the conversation.
5. Group Ss in pair. Ask Ss to think of other situations that will lead the customer to make a complaint.
6. Ask Ss to write out conversation or complaint (phone calls, one to one,)
LESSON 2 (30 minutes)
1. Presentation (Role play)
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2. Evaluation and feedback


Formative Assessment:
Role play
Resources:
Text Book
Reflection:

Reading

Duration 1.5 hours

Content Standard(s):

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 (1 HOUR)
1) Ask Ss to list down as many words they can within 2 minutes related with online shopping.
2) In pair, ask Ss to explain the words listed to their partners.
Irresistible, disclose, fraudulent, bargain, products, competition, counterfeit, shoppers, websites, convenient
3) Distribute worksheet . Ask Ss to fill in the blanks with the words discussed.
4) Check answers.
5) Ask Ss to complete Task 1 and 2 (T.B pg 91) as homework
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LESSON 2 (30 minutes)


1) Ask Ss to summarise their understanding of the text in multi-flow map (I-think)
2) Check answers.
Formative Assessment:
LESSON 1 : Reading comprehension activity (Task 1 and 2)
LESSON 2 : Multi-flow map completion

Resources:Textbook, dictionary
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):
3.1.4 : Select relevant information and elaborate/extend/expand ideas using appropriate cohesive devices.
3.1.5 : Use a variety of sentences, structures to elaborate, extend ideas in paragraphs
3.2.2 : Write for creative and personal expression
(i) : E-diary
Activity(ies):
LESSON 1 (30 minutes)
1) Discuss the risks in online shopping.
2) List them on the board
3) Ask Ss to refer to page 92 & 93 about writing an e-diary. Draft the outline for the task given.
LESSON 2 (1 HOUR)
1) Ss complete their e-diaries (T.B page 92 Task 1) based on the outline drafted.
2) Provide feedback
Formative Assessment:
1) Writing an e-diary about shopping online and internet safety (T.B page 92,93)
2) Check Sss works.
Resources:

Textbook (page 92,93)


Reflection:

Grammar

Duration: 1 hour

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

4.1.6 : Identify and use adverbs appropriately according to context :


i ) manner

ii ) time

iii ) place

Activity(ies):
1) Distribute worksheet
2) Check Sss answers.
3) Review the basic rules of adverbs (time, place, manner)
4) Ask Ss to complete Task 2,4,5(T.B pg 94,95)
5) Check answers
Formative Assessment:
Grammar exercise
Resources : Textbook, grammar reference book
Reflection:

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Duration: 2 hours

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.)

Content Standard(s):
1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, context and cultures
3.2: Produce a variety of texts for creative, personal, academic and functional purposes
Learning Standard(s):
1.1.2 Speak with correct intonation, stress and sentence rhythm

3.2.2 Write for creative and personal experience


Activity(ies):
LESSON 1

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1) Ss form groups
2) Ask Ss to imagine themselves to create a social media page to promote. Ask Ss to consider the following
- What product, Name of the online shop, promotion, products, slogan (refer to T.B page 97)
3) Discussion
4) Prepare for presentation
LESSON 2
1) Presentation
2) Feedback and evaluation
Assessment:
1) Group presentation
Resources:
T.B page 97

Reflection:

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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
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
5.2.3 Create and produce linear and/pr graphic presentation in a fun manner.
Activity(ies):
LESSON 1 (1 HOUR)
1) Ask Ss what they want to buy if they have RM50
2) List the items on the board
3) Group Ss
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4) Jigsaw reading (T.B page 98)


5) Check Ss answers
6) Read the poem together and complete Task 1 (T.B page 98)
7) Discussion
LESSON 2 (1 HOUR)
1) Based on the poem, ask Ss to illustrate the poem in comic strips
2) Suggest Ss to add other details (use own creativity)
3) Ss work on task
LESSON 3
1. Ask Ss to paste their work on the wall
2. Ss read each others work (Gallery walk)
3. Peer feedback (two stars and a wish)
* Two stars and a wish
Ss identify two positive aspects of the work of a peer and then express a wish that the peer might do next time in order to
improve their work.
Formative Assessment:
1) Comprehension activity
2) Comic strips
Resources:
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Textbooks
Reflection:

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Situation 1

Roles: Customer and newsagent

Issue: A newspaper has been delivered but not put through the letterbox. It has got soaked and
ruined in a rainstorm and it is not the first time this has happened

Situation 2

Roles: Customer and delivery company

Issue: A package ordered from the Internet has been delivered to a careless neighbour despite
the customer telling the deliverer they would be out at the time. While at the neighbours house
the package has been damaged.

Situation 3

Roles: Customer and electrical goods store salesperson

Issue: Some hair straighteners are taking far too long to heat up and the customer has got fed up
and wants their money back.

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Situation 4

Roles: Customer and clothes store assistant

Issue: A jumper (which clearly states dry clean only) has shrunk in the wash

Situation 5

Roles: Customer and travel agent

Issue: A holiday has been purchased and paid for but flight times have been changed
meaning the customer will miss a days work (and pay)

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MULTI FLOW MAP (Sample)

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