Panduan Guru

KEMENTERIAN PELAJARAN MALAYSIA
Kurikulum Standard Sekolah Rendah


Kurikulum Standard Sekolah Rendah

TEACHER'S GUIDEBOOK

ENGLISH

YEAR 2

Terbitan

Bahagian Pembangunan Kurikulum

2011

Cetakan Pertama 2011
Kernenterian Pelajaran Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa jugs bentuk dan dengan cara apa
jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum,
Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran
Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT

Foreword
Preface vii

Section 1
The English Language Curriculum 3
The Year Two English Syllabus 19

Section 2
Listening and Speaking 25
Reading 69
Writing 137
Language Arts
167

Section 3
Sample Lesson 1 211
Sample Lesson 2 231
Sample Lesson 3
267
Sample Lesson 4 285

Section 4
Assessment Checklist
303
Glossary 313

Acknowledgements 315

FOREWORD

The new Malaysian English Language Curriculum for Primary Schools will
be introduced in stages beginning 2011 starting with Year 1. This will then
be continued with Year 2 in 2012. In line with that, CDD has produced this
Year 2 guidebook as a useful resource for teachers in implementing the
new curriculum.
CDD believes that the contents of this guidebook will help Year Two
English Language teachers to get accustomed to the changes in the new
English Language Curriculum and act as a valuable teaching resource.
The guidebook consists of suitable suggested teaching and learning
strategies and activities for teachers. It also gives teachers ideas to help
them organise their daily lessons. However, teachers are encouraged not
to rely solely on this guidebook only when planning their lessons as it
is hoped that they will use their own creativity and initiative to plan
stimulating and enjoyable lessons suitable to their pupils' level and
background.
Last but not least, CDD would like to take this opportunity to
acknowledge with gratitude the contributions made by the panel of
English teachers involved in making this guidebook a reality.

Tn Hj. Ibrahim bin Mohamad
Director
Curriculum Development Division

PUICIPAeg
fl Y k fi l i d fA ci o t o i l l y ( 11-).444-J1. e ' o pi

This teacher's guidebook serves as a guide to teachers with regard to the learning standards that
should be achieved. It covers some aspects of the language skills, language arts as well as the
suggested word list required to be taught in Year Two.
Section 1 of the guidebook provides an overview of the English Language Curriculum while
Section 2 deals with the four language skills as well as language arts. Suggested activities are
presented in a 3-column table for each module. The first is the activity column where
suggested activities for teachers include explanations and teaching steps. The second is the
content column which includes teaching points and the suggested word list. The third is the
teachers' notes column which includes teaching aids/materials and other instructions for
teachers.

Section 3 consists of complete sample lessons. In this section, teachers will be able to see and
understand how the different language skills and language arts modules are presented for each
week, based on one particular theme and topic, in a coherent and cohesive manner. Finally,
Section 4 provides teachers with sample assessment checklists which the teacher can use to
conduct formative assessment in the classroom. These complete sample lessons are provided to
help teachers plan effective and enjoyable lessons.

The guidebook provides suitable and practical suggestions of teaching methods via the
materials provided. However, teachers are in a better position to make appropriate and relevant
decisions when planning their lessons. There is no single 'best way' and teachers have to use their
pedagogical content knowledge, experience, skills and creativity to plan their lessons in order to
help their pupils learn better. Teachers should decide on a theme/topic and then select suitable
listening and speaking, reading, writing and language arts activities to be used for teaching that
topic. Teachers are also encouraged to use activities from the MOE Teaching courseware, the
textbook and other suitable resources when planning their lessons.

Assessment is an important aspect of the teaching-learning process. Continuous formative
assessment is used as a means of gaining essential feedback and to keep track of pupils'
progress. Awareness of pupils' capabilities will enable teachers to plan activities for further
development. Teachers should set school based assessments for learning standards dealt with in
the classroom.

This guide book provides some suggestions for the acquisition of the four language skills.
Teachers need to use their initiative, imagination and creativity in planning their lessons in order to
extend the experiences of their pupils. It is hoped that teachers will find this guidebook useful and
pupils will enjoy the activities and hence improve their English language proficiency.

vii

ECT IoN oN
CURRICULUM OVERVIEW
SYLLABUS OVERVIEW

ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS

AIM

The English Language Curriculum for Primary Schools aims to equip pupils with
basic language skills to enable them to communicate effectively in a variety of
contexts that's appropriate to the pupils' level of development.

OBJECTIVES

By the end of Year 6, pupils should be able to:

read and comprehend a
range of English texts for
information and enjoyment

write a range of texts using
communicate with peers and
adults confidently and
appropriately in formal and
informal situations

OBJECTIVES

appreciate and demonstrate
understanding of English
language literary or creative
works for enjoyment

3
appropriate language, style
and form through a variety of
media

use correct and appropriate
rules of grammar in speech
and writing
CONCEPTUAL FRAMEWORK

Primary education is divided into two stages: Stage One refers to Years 1,2 and 3, and
Stage Two, Years 4, 5 and 6. The English Language Curriculum has been designed
in two strands. Strand 1 is the language focus and strand 2 is language arts. Language
focus deals with language skills such as listening & speaking, reading, writing and
grammar. Language arts deals with music, poetry, drama and children's literature.

As English language learning is developmental, the focus in Years 1 and 2 is basic
literacy. This is done by building a strong foundation in basic literacy skills namely
reading through phonics, penmanship and basic listening and speaking. Activities are
contextualized and fun-filled with integration of language skills in meaningful
contexts.
In Year 3 and onwards, pupils will further develop the ability to speak, listen, read and
write in English meaningfully, purposefully and with confidence. A grammar module
is introduced from Year 3 to enable pupils develop a sound grasp of the language
structures and rules of grammar.
The Language Arts module has been added to the English language curriculum from
Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays
written in English.

STRAND 1 STRAND 2

LANGUAGE FOCUS LANGUAGE ARTS

LEVEL 1 Listening & Speaking Music
(Years 1, 2 & 3) Reading Poetry
Writing Drama
Grammar (from Year 3) Class Readers

Listening & Speaking Literature
LEVEL 2 Reading
(Years 4, 5 & 6) Writing English at Play:
Grammar
Music, Poetry & Drama

CURRICULUM ORGANISATION
The curriculum is modular in design and this is reflected in the organisation of the
content and learning standards.
In Years 1 and 2, the English language curriculum emphasises the development of
basic language skills so that pupils will have a strong foundation to build their
proficiency in the language. In this initial stage, there will only be four modules;
namely:

4
1. Listening and Speaking
2. Reading
3. Writing
4. Language Arts

From Year 3 onwards, where pupils build on the skills they have acquired in Years 1 and
2, a fifth module, Grammar, is added to the above four modules. Therefore, the
modules for this stage are:

1. Listening and Speaking
2. Reading
3. Writing
4. Language Arts
5. Grammar

The following diagram shows the conceptual framework of the curriculum model.

LISTENING AND SPEAKING
/
/
READING

WRITING

LANGUAGE ARTS

GRAMMAR

STAGE ONE STAGE TWO
(YEARS 1-3) (YEARS 4-6)

Fig.1 The Modular Configuration

The modularity of the English Language Curriculum Standards for Primary Schools is a
modularity of focus. By organising the curriculum standards under five modules (four
for Years 1 and 2), pupils will be able to focus on the development of salient language
skills or sub-skills under each module through purposeful activities in meaningful
contexts. This modular approach does not exclude integration of skills. However, skills
integration is exploited strategically to enhance pupils' development of specific and
specified language skills as described in the content and learning standards in a
module.
The approach taken in this curriculum stresses the need for pupils to develop all the four
language skills: listening, speaking, reading, and writing. Teachers are expected to
sustain a cohesive and coherent organisation between the listening and speaking,
reading and writing skills. For the language arts module, teachers may plan lessons in
relation to the language skills taught or they may come up with generic lessons.
Teachers should incorporate the fun element in specified contexts to make their
lessons meaningful.

5
In order to make learning more meaningful and purposeful, language input is
presented under themes and topics, which are appropriate for the pupils.
Three broad themes which have been used in KBSR have been retained and will be
used, namely:

1. World of Self, Family and Friends;
2. World of Stories; and
3. World of Knowledge.
Teachers select topics that are suitable for their pupils' level of development. When
planning lessons, topics for teaching are initially based on the immediate learning
environment of the child. Later on, these are expanded to town, country and more
distant foreign locations.

ROLE OF THE TEACHER
The teacher is the role model of a language user to pupils. Pupils need to be
exposed to good language in order for them to learn the language and use it for
effective communication. Therefore, the teacher needs to do a lot of talking in order for
pupils to listen to good language input. For this purpose, the teacher uses a variety of
materials or media to enable pupils to acquire the receptive and productive skills. Fun
language activities will have to be devised by the teacher in order to tap pupils' interest
and engage them in communication.
The Standard-Based English Language Curriculum for Malaysian Primary Schools is
designed to provide pupils with a strong foundation in the English language.
Teachers will use Standard British English as a reference and model for teaching the
language. It should be used as a reference for spelling and grammar as well as
pronunciation for standardisation.

Good time management is also essential. Keeping in mind the time allocated for
teaching English in SK and SJK schools is different; lessons should be organized in a
manageable form in order to give pupils every opportunity to take part in language
activities.
In order to facilitate and maximise learning, language skills must be repeated and
used constantly. Some activities have been suggested in this book. However,
teachers are encouraged to design more creative and challenging tasks and activities
based on the needs and interests of pupils. This is important so that appropriate
activities and materials are used with pupils of different learning profiles with the
intention of helping them to realise their full potential and enable them to gradually
develop the ability, knowledge and confidence to use the language effectively.

LISTENING AND SPEAKING SKILLS

Overview

Listening and speaking are seen as core skills of early literacy. As such, pupils
should be taught:

how to listen carefully;

6
to speak from the basic level of sound, word, phrase and structural sentences in
various situational contexts;

the stress, rhythm and intonation patterns and how to use them correctly;

to recognise, understand and use not only verbal but also non-verbal
communication; and

cit oral communication practice by means of repeating, responding,
understanding and applying structures of the language in order to prepare
them for communication.

In order to achieve the abovementioned, content and learning standards have been
developed from basic listening and speaking, and then progressing to communicating in
various situations effectively.

Content Standards

By the end of the six-year primary schooling, pupils will be able to:

1.1 pronounce words
and speak confidently
with the correct
stress, rhythm and
intonation.

IS/

1.3 understand and
respond to oral texts
in a variety of
contexts.

1.2 listen and respond
appropriately in formal
and informal situations
for a variety of
purposes.

The content standards above are achieved through learning standards that have been
devised carefully throughout primary schooling. Learning standards have been
developed from basic listening and speaking in order for pupils to grasp the sounds of
the English language before learning to articulate words and phrases. This is
supported with a 'flooding of English sounds and words' by the teacher especially in
cases where pupils do not have any exposure to the English language.

7
The learning standards begin with basic listening and speaking skills which have been
developed incrementally in this manner :

develop pupils' phonemic awareness
engage in fun learning activities such as reciting rhymes, poems and
tongue twisters as well as singing songs
participate in daily conversations
follow and give instructions and directions
able to participate in conversations
talk on topics of interest
Relationships are established through the ability to communicate by listening first
then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident
speakers who can communicate clearly, appropriately and coherently in any given
context using language to explore the possibilities and opportunities. Pupils need to
listen carefully and respond to what others say and think about the needs of their
listeners. Social conventions in listening and speaking such as turn taking, politeness and
courtesy need to be observed. These are crucial especially in group discussions where
viewpoints and opinions are exchanged.

READING SKILL

Overview

The teaching of reading skills:

enables pupils to become independent readers who are able to comprehend a
text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence
recognition and reading at the paragraph level.

focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text
with their own ideas and opinions.

devised progressively. The teaching of reading in the early stages begins at the word
and phrase levels before progressing to sentence recognition and reading at the
paragraph level. Gradually, pupils are taught to extract specific information from a text
and to respond to a text with their own ideas and opinions.

8
Content Standards

By the end of the six-year primary schooling, pupils will be able to:

2.2 demonstrate understanding
2.1 apply knowledge of
sounds of letters to
recognize words in
linear and non-linear
texts.

2.3 read independently
for information and
enjoyment.
of a variety of linear and
non-linear texts in the form
of print and non-print
materials using a range of
strategies to construct
meaning.

The content standards above are achieved through learning standards that have been
devised carefully throughout primary schooling. Learning standards have been
developed from recognition of sounds in order for pupils to acquire the sounds of the
English language before learning to blend and segment words. This is further
developed through vocabulary activities to widen pupils' vocabulary. By the end of
Year 6, pupils are able to read and demonstrate understanding of text for information as
well as read for enjoyment.

The learning standards begin with basic literacy which has been developed
incrementally in this manner :
711 distinguish the shapes of the letters;
711
recognise and articulate phonemes;
blend and segment words;
apply word recognition and word attack skills to acquire vocabulary;
read and understand phrases, simple sentences and texts; and
711 read independently for information and enjoyment.

9
The reading aloud strategy is also encouraged in the first two years of primary
education:
Teacher reads aloud a text to pupils. Implementing this strategy allows
teachers to model reading.

Here, articulation and pronunciation of words by the teacher have to be as
precise as possible for pupils to efficiently imitate and reproduce correctly.

This strategy effectively engage pupils in a text that may be too difficult for
them to read on their own, hence, pupils sit back and enjoy the story.

Teachers should also carry out shared reading strategies in the classroom:

During shared reading, the teacher and pupils read together, thus allowing
pupils to actively participate and support one another in the process of
reading.

Teachers point to the text as they read slowly for word recognition and to
"build a sense of story".

Ultimately, the objective of getting pupils to read a variety of texts enables pupils to see
how grammar is used correctly so that they can emulate them in their productive skills;
speaking and writing. Reading for enjoyment and pleasure in seeking information
and knowledge should be inculcated in pupils. Pupils are also trained to give their own
ideas and opinions in order to become efficient readers.

WRITING SKILL
Overview

It is expected that by the end of Year 6 :

pupils will be able to express their ideas clearly on paper in legible
handwriting or to communicate via the electronic media.

v the focus of writing is on developing pupils' writing ability beginning at the
word and phrase levels before progressing to the sentence and paragraph
levels.

pupils who are capable must be encouraged to write simple compositions
comprising several paragraphs.
attention is also paid to penmanship so that even from a young age, pupils are
taught to write clearly and legibly including cursive writing.
simple compositions and the various steps involved in writing, such as
planning, drafting, revising, and editing are taught. In the process, pupils
learn the genre approach to writing as they are taught to use appropriate
vocabulary and correct grammar to get their meaning across dearly.

10

+ all pupils will be encouraged to write for different purposes and for different
audiences.
although much of the writing at this level is guided, the amount of control is
relaxed for pupils who are able and proficient in the language.

spelling and dictation are also given emphasis.

To achieve the abovementioned, content and learning standards have been devised
progressively. The teaching of writing in the early stages begins with pre-writing
activities to develop pupils' visual skills as well as develop hand-eye coordination.
This is later developed to writing letters of the alphabet and copying words, phrases and
simple sentences. Pupils begin constructing simple sentences with the teacher's
guidance and later develop to become independent writers by the end of primary
schooling.

Content Standards

By the end of the six year primary schooling, pupils will be able to:

3.1 form letters and
words in neat legible
print including
cursive writing.

3.2 write using appropriate
language, form and style
for a range of purposes.

3.3 write and present ideas
through a variety of
media.

Content standards are achieved through learning standards that have been devised
carefully throughout primary schooling. Learning standards have been developed
progressively, from acquiring fine motor control of hands and fingers to copying

11
writing activities, before being taught to write with guidance linear and non-linear
texts using appropriate language, form and style. The use of various media is also
encouraged and pupils can create both linear and non-linear texts with guidance or
independently.

LANGUAGE ARTS
Overview

The rationale behind Language Arts is to steer the continuous growth and
development of pupils' thinking and language abilities. The standards for Language
Arts:

4- cover a range of creative and literary works in English such as rhymes,
songs, poems, stories and plays to activate pupils' imagination and interest.

4- allow pupils to benefit from hearing and using language from fictional as well
as non-fictional sources.

4- allow pupils to gain rich and invaluable experiences using the English
language through fun-filled and meaningful activities.

4- train pupils to be able to appreciate, demonstrate understanding and express
personal responses to literary and creative works for enjoyment. Hence they
will also be able to use English for both functional as well as aesthetic
purposes, confidently and competently by the end of Year 6.

devised progressively. The teaching of language arts will help pupils develop their oral
and analytical skills as well as hone their creativity. Language Arts creates ample
opportunities for pupils to speak in English in a very relaxed atmosphere and this will
help increase pupils' confidence in using the English language.

12
Content Standards

By the end of the six year primary schooling, pupils will be able to:

4.1 enjoy and appreciate
rhymes, poems and
4.2 express personal
songs through
response to
performance.
literary texts.

4.3 plan, organize and
produce creative
works for
enjoyment.

The culmination of all content standards in language arts will be shown in practice
when pupils are able to come up with their very own production. By the end of Year 6,
pupils will learn the art of acting out, play-acting and producing works of creativity such
as drawings, poems or singing. Pupils will also learn values of cooperating with people of
different race, gender, ability, cultural heritage, religion, economic, social background,
and, understand and appreciate the values, beliefs and attitudes of others. Each pupil
will also develop knowledge, skills and attitudes, which will enhance his or her own
personal life management and promote positive attitudes.

Assessment

Assessment is necessary to assess pupils' achievement in terms of acquisition of
knowledge, skills and the application of values through activities conducted in the

13
classroom. Assessment also supports pupils' learning and gives pertinent feedback to
teachers, pupils and parents about their development and achievement.
There are two types of school-based assessment. Formative assessment is
conducted during the teaching and learning process in the classroom to gauge the
acquisition of skills and knowledge during the learning process. Summative
assessment is usually conducted at the end of learning, usually at the end of a
learning unit, month or semester whereby the focus is on the end product.

FORMATIVE SUMMATIVE

School-based assessment can be carried out during the teaching-learning process. The
teaching-learning process can be conducted in or outside the classroom. Below is a
diagram suggesting some types of assessment which can be carried out both in and
outside the classroom:

Observations

Oral
Presentations

METHODS OF
ASSESSMENT

Writings

Tests

Checklists

Creative Works

Classroom observations are useful tools for teachers to assess their pupils'
performance. Teachers observe pupils' oracy skills as they engage in conversations
among peers and when they take part in oral presentations. Teachers can prepare a
checklist to record their pupils' progress. Perhaps, pupils can speak during the
school assembly, put up a performance in front of an audience, and watch a puppet
show or listen to a story. Talking about these events can help teachers assess pupils'
listening and speaking skills.

14
Assessment of reading comprehension can be carried out by setting comprehension
questions. Other comprehension activities which can be used to assess
comprehension are the use of graphic as well as semantic organisers, story maps,
question generation and summarisation. Pupils' writing skills can be assessed
through written projects, tests, exams and class exercises. Teachers can also hone
pupils' writing skills through journal and diary writing, the production of creative works
such as poems, writing scripts, dialogues as well as lyrics of songs.
Creative works such as portfolios, masks, puppets, props and other creative
productions produced during the language arts lessons can also be assessed.
Activities conducted during language arts lessons such as singing action songs,
reciting rhymes or poems, choral speaking, drama, public speaking as well as roleplay
can be assessed.
Assessment should also provide pupils with opportunities for self-assessment using
known criteria and pupils should be given input on the evaluation process. In a
nutshell, teachers should utilise a variety of assessment techniques to monitor their
pupils' language growth and development. The on-going process of assessing class
exercises and homework should be continued. The main purpose of this is to provide
immediate feedback to the pupils in guiding, motivating, correcting and refocusing
their efforts.

WORD LIST

The list of words selected for teaching is based on common words and high
frequency words that can be used repetitively in different contexts. The suggested
word list can be expanded upon if pupils demonstrate an ability to acquire more
words.

15
EDUCATIONAL EMPHASES

Educational emphases reflect current developments in education. These emphases are
infused and woven into classroom lessons to prepare pupils for the challenges of the real
world.

Critical Thinking

Contextual
Learning
A

Learning How to
Learn

v ,

Multiple
Intelligences
(

EDUCATIONAL
EMPHASES

Information and
Communication
Technology Skills

Values &
Citizenship

Mastery Learning
[ Entrepreneurship Constructivism

Critical Thinking
Creativity &
Innovation

Critical thinking is incorporated in the teaching and learning activities to enable pupils to
solve simple problems, make decisions, and express themselves creatively in simple
language.

Information and Communication Technology Skills (ICT)

Information and Communication Technology Skills (ICT) include the use of
multimedia resources such as TV documentaries and the Internet as well as the use of
computer-related activities such as e-mail activities, networking and interacting with
electronic courseware.

Learning How to Learn

Learning How to Learn strategies are integrated in teaching and learning activities
which aims to enable pupils to take responsibility for their own learning. These skills
incorporate study skills and information skills to equip them to become independent
life-long learners.

16

Values and Citizenship

The values contained in the Standard Based Curriculum for Moral is incorporated into the
English language lessons. Elements of patriotism and citizenship is also
emphasised in lessons in order to cultivate a love for the nation and produce patriotic
citizens.

Creativity and Innovation

Creativity and innovation is the ability to produce something new in an imaginative and
fun-filled way. Pupils display interest, confidence and self-esteem through
performance and producing simple creative works.

Entrepreneurship
Fostering an entrepreneurial mind set among pupils at their young age is essential in this
new world. Some of the elements that are linked with entrepreneurship are
creativity, innovation and initiative, which are also attributes for personal fulfilment
and success.

Mastery Learning
Mastery Learning will ensure that all pupils master the learning standards stipulated in
the Standard Based Curriculum. Mastery Learning requires quality teaching and
learning in the classroom and teachers need to ensure that pupils master a learning
standard before proceeding to the next learning standard.

Multiple Intelligences

The theory of Multiple Intelligences encompasses eight different intelligences human
beings possess. These intelligences are essential in order to maximise teaching and
learning in the classroom. .

Constructivism
Constructivism will enable pupils to build new knowledge and concepts based on
existing knowledge or schema that they have. The teacher assists pupils to acquire new
knowledge and solve problems through pupil-centred active learning.

Contextual Learning

Contextual Learning is an approach to learning which connects the contents being
learnt to the pupils' daily lives, the community around them and the working world.
Learning takes place when pupils are able to relate the new knowledge acquired in a
meaningful manner in their lives.

17

What's in store for Year Two pupils?
The Year Two English Language Syllabus

THE LISTENING AND SPEAKING SKILL
The listening and speaking skills are taught together for effective communication, as
these skills are inter-related and dependent on each other.

I
pupils need to be exposed to
good language with the
teacher being the role model

uses a variety of materials or
media to enable pupils to
acquire the receptive skill of
listening and the productive skill of
speaking

expose pupils to rich language input in
accordance to Standard British
English (SBE) as well as getting pupils to
talk and communicate effectively

The listening and speaking lessons would familiarise pupils to the sounds around
them. In these lessons pupils need to:

a) tune into sounds (auditory discrimination),
b) listen and remember the sounds (auditory memory and sequencing), and
c) talk about the sounds (developing vocabulary and language comprehension).

These can be attained through fun language activities conducted in or outside the
classroom that include nature walks, using musical instruments, songs, chants,
rhymes, body percussion and even listening to a story.

The suggested activities recommended in this section could be used in a variety of
lessons by adapting and adopting them in order to teach the sounds of the English
language. This skill is the onset to providing a broad and rich language experience for
pupils to learn language by engaging in enjoyable learning activities.

19
THE READING SKILL
The reading component aims to develop progressively, pupils' ability to read and
comprehend a paragraph of 5-8 simple sentences.

pupils' phonemic awareness will be
developed by means of phonics

apply knowledge of letter sounds to recognize
words in reading texts, which is an essential and
useful early reading skill

use songs, rhymes, poems, stories, pictures and
games to make phonics instruction more enjoyable

teachers should allow pupils to use phonics, and make meaningful
connections and encourage them to pronounce and articulate the
sounds in a non-restrictive and joyful environment.

The processes of blending and segmenting for reading and spelling are made
enjoyable and easy for pupils to understand and apply. Lessons and activities should
focus on particular phonemes and make these phonemes familiar to pupils. Then,
provide enough practice so that pupils can identify the phonemes in words. For early
practice, teachers could help pupils to recognize the phoneme at the beginning of
words before progressing to having them recognize the phoneme elsewhere in the
word. For this, illustrations may be very useful. Teachers are encouraged to be
creative and to explore ways of language play available to help pupils become
familiar with the phonemes. The benefits of language play are numerous. Language play
involves having fun with the sounds of words, creating new words, and exploring and
creating language patterns through rhymes, chants, alliteration and repetitions.

20
THE WRITING SKILL

The writing module for Year 2 reflects the progression of skills ranging from writing
words, phrases, to simple sentences in neat handwriting, to the ability to write simple
sentences using a variety of media with guidance.

ability to write words,
phrases and simple
sentences in neat, legible
print

ability to write numerals in
numeral and word form

ability to spell and write simple
sentencs with guidance.

ability to create simple
non-linear texts using a
variety of media with
guidance.

As pupils begin to read, they will be able to copy words, phrases and sentences
correctly as well as complete other writing tasks by matching, rearranging words and
completing lists and messages. When pupils are ready, more difficult writing tasks
such as writing sentences with the correct spelling and punctuation can be
incorporated. This activity can be conducted in the classroom by introducing parallel
writing and then moving on to constructing simple sentences. Pupils are also taught to
create simple non-linear texts using a variety of media.

21
r

LANGUAGE ARTS
The introduction of the language arts module encompasses the production aspect of the
skills learnt during the listening and speaking, reading and writing modules.

enjoy and appreciate language using
stories, poetry, rhymes and plays

encourage pupils' to perform a song or
rhyme or role play a story learnt using their
creativity in a fun-filled, non-threatening and
enjoyable environment

The main focus of this component is
language in action in a fun environment
where pupils engage in multi-sensory
learning according to their learning
abilities.

22

SEC
T

ION

LISTENING & SPEAKIN1
READIN(
WRITIN(
LANGUAGE ART:

7l (E LI STENI NO AND SPEAKI NG SKI LL
The listening and speaking skill is crucial for social communication at home, at school, as
well as in the community. However, this skill is often neglected or given minimal
emphasis during English lessons. In order to develop this skill, teachers have to provide
their pupils with various opportunities to listen and to talk about a range of subjects
which may include topics on personal interests, school work and even current affairs. It is
hoped that the learning standards will offer teachers some ideas on how they could
provide opportunities for pupils to engage in various listening and speaking activities at
Year Two.

The Listening and Speaking Content and Learning Standards for Year 2 are as follows:
Content Standards
1.1 By the end of the 6-year primary
schooling, pupils will be able to
pronounce words and speak
confidently with the correct stress,
rhythm and intonation.

listen and respond appropriately in
formal and informal situations for a
variety of purposes.

understand and respond to oral
texts in a variety of contexts.
Learning Standards
1.1.1 Able to listen and respond to stimulus
given with guidance :
(a) environmental sounds
(b) instrumental sounds
(c) body percussion
(d) rhythm and rhyme
(e) alliteration
(f) voice sounds
(g) oral blending and segmenting
1.1.2 Able to listen to and enjoy simple stories.
1.1.3 Able to listen to, say aloud and recite
rhymes or sing songs.
1.1.4 Able to talk about a stimulus with guidance.
1.2.1 Able to participate in daily conversations:
(a) exchange greetings
(b) make polite requests
(c) express apologies
(d) talk about oneself
(e) introduce family members and friends
(f)express a simple apology
1.2.2 Able to listen to and follow:
a) simple instructions in the classroom.
b) simple directions to places in the school.
1.2.3 Able to give:
a) simple instructions in school.
b) simple directions to places in school.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) answering simple Wh-Questions
b) giving True/False replies

In this module, all Learning Standards for Listening and Speaking have been dealt with
extensively. However, teachers are encouraged to plan lessons and activities on their
own according to the level of their pupils. The activities provided here are merely
suggestions. It is with high expectation and anticipation that teachers of Year 2 Engl ish
would be able to plan and carry out Listening and Speaking lessons creatively and
innovatively.
25

Learning Standard

1.1.1 Able to learn and respond to stimulus given with guidance:
(a) environmental sounds

ACTIVITY CONTENT TEACHER'S NOTES

TRY ME

1. Walk around the
classroom.
2. Pupils listen and identify
the sound heard e.g.
tapping sound of shoes.
3. Select pupils to walk
around with shoes
provided by the teacher.
4. Make other sounds and
pupils identify them.
5. Pupils do the actions.

GET TO KNOW ME
1. Play recorded sounds.
2. Pupils listen and guess
the sounds.
3. Show pictures and
objects.
4. Play recorded sounds
again.
5. Pupils identify the
sounds heard and pick
the correct pictures.

Suggested Sounds

1. tapping of shoes
2. crumpling of papers
3. dragging chairs/ tables
4. knocking on doors
5. dropping objects on the
floor

Suggested Sounds

1. raking
2. spraying
3. screeching of brakes
4. glasses breaking
5. scooping sand

26

Suggested Material

Prepare:
suitable shoes that
produce a tapping
sound.

Suggested Material

Prepare:

1. pictures of
objects/realia:
rake
spade
fire extinguisher
car
glasses

2. recorded sounds and
the required pictures.

Note:
Teachers are encouraged
to use other suitable
sounds.

LET'S MOVE IT

1. Pupils listen to the jazz
chant.
2. Recite with actions and
pupils follow.
3. Show pictures and ask
"WH" questions.
4. Pupils recite and do the
actions.

Suggested Questions

1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?

Jazz Chant

Where is the duck?
Wading in the water.
Where is the horse?
Galloping in the farm.
What is the cat doing?
Scratching on the wall.
What is the bird doing?
Pecking on the tree.
What is the hen doing?
Flapping its wings.
The duck, the horse, the
cat, the bird and the hen
are having fun.

27

Suggested Material

1. recorded jazz chant
2.pictures
e.g.
1. duck wading
2. horse galloping
3. cat scratching
4. bird pecking
5. hen flapping

Learning Standard:

(b) instrumental sounds


THAT'S MY SOUND!

1. Divide pupils into
groups.
2. Distribute musical
instruments to each
group.
3. Play a musical
instrument without
pupils seeing it.
sound and play the
same instrument.
5. Repeat the activity with
other instruments.

WHERE ARE YOU?

1. Divide pupils into four
groups.
2. Distribute musical
instruments.
3. Stand in the middle of
the class.
4. Play an instrument.
5. The group with the
same instrument
follows.
6. Repeat with other
instruments.
7. Say the jazz chant
and pupils play the
instruments.

CATCH ME IF YOU CAN

groups.
2. Play the game.
3. Repeat the game with

Suggested Instruments

1. tick- tock
2. triangle
3. tambourine
4. castanet
5. recorder
6. melodian

Suggested instruments

1. tick-tock
2. triangle
3. tambourine
4. castanet

Jazz Chant

Music, music, music
Music everywhere On
my left
On my right
In front of me
Behind me
Music, music, music
music everywhere

Suggested Instruments

1. recorder
2. tick-tock
3. melodian
4. tambourine
28

Suggested Material

Prepare the musical
instruments.

--

Suggested Material

Prepare the musical
instruments

Instructions for the class:

1. group on the left plays
the tambourine
2. group on the right plays
the triangle
3. group in front of teacher
plays the tick-tock
4. group behind the
teacher plays the
castanet.

Suggested Material
Musical instruments

Note:

other instruments. How to play the game:

1. A pupil from each group
will be the 'wolf'. Another
pupil will be the 'mother
hen'. The rest of the
pupils are her chicks,
each holding an
instrument.

2. Teacher plays an
instrument. Wolf
identifies the chick with the
instrument and tries to
catch 'it' by tagging 'it'.

3. Mother hen tries to
protect its chick.

5. Once 'caught', the chick
switches position with
the wolf.

29

Learning Standard:

1.1.1. Able to learn and respond to stimulus given with guidance:
(c) body percussion

ACTIVITY

FOLLOW ME!

1. Say and show the
actions.
2. Pupils follow.
3. Call a pupil to say and
do the actions.
4. The other pupils follow.
5. Repeat with other
actions.

WHAT AM 1?

1. Each group is given a
set of 4 jigsaw puzzles.
2. Pupils arrange them to
form pictures.
3. Pupils say the
sentences and do the
actions.

CONTENT

Suggested Actions

1. Stamp your foot
I am stamping my foot
2. Sniff with your nose
I am sniffing with my
nose.
3. Clap your hands
I am clapping my
hands.
4. Slap your thighs
I am slapping my
thighs.

Suggested
Sentence Patterns

1. These are my hands.
(clap your hands)
2. These are my fingers.
(snap your fingers)
3. These are my feet.
(stamp your feet)
4. These are my thighs.
(slap your thighs )

Suggested Dialogue
Teacher: Who puts the
nose in the big red
box?
Siti : Ali puts the nose
(sniffing sound) in
the big red box.
Ali : Who me?
Siti : Yes you.
Ali : Couldn't be.
Siti : Then who?
All : Abu puts the nose
(sniffing sound) in
the big red box.
Abu : Who me?

30

TEACHER'S NOTES

Suggested Material

1. sentence strips
2. jigsaw puzzle
of the following body
parts:
1. hands
2. fingers
3. feet
4. thighs

Ali : Yes you.
Abu : Couldn't be .
Ali : Then who?
Abu : Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes it's
me
[Pupil with the cut-out
mentioned is out of the
game and will say
"Yes, yes, yes it's me "

Learning Standard:


ACTI'VITY

GIVE ME MORE

1. Put up pictures.
2. Talk about the pictures.
3. Recite the rhyme.
4. Stress on words with
medial sound /0/.
5. Pupils say the words
aloud.
6. Pupils are asked to give
other words with medial
sound /0/.

MAKE IT RIGHT

1. Recite a rhyme.
2. Pupils repeat.
3. Stress on words with
final sound /i:/ as in the
graphemes èe' and
èa'.
aloud.
5. Pupils tap to the beat
when saying the rhyme.
6. Give more words with
the final Ii:/ sounds as in
the graphemes 'ee' and
èa'.

CONTENT

Suggested Words

1. cook
2. book
3. look
4. took

Suggested Rhyme

Farook is a cook.
He likes to cook.
He took a book.
To have a look.

Suggested Words

1. bee
2. free
3. tree
4. coffee
5. sea
6. tea

Suggested Rhyme

I see a bee,
Flying free from tree to tree, I
like coffee, I like tea,
I like to eat by the sea.

32

TEACHER'S NOTES

Suggested Material

Required pictures

Other words with medial /0/
and /u:/ sound:
hook
foot
wood
good
boot
root
hood
wool
moon
food

Required pictures

Learning Standard:


ACTIVITY

RHYME ALONG

pictures.
2. Display word cards. Say
the words.
3. Pupils put the word
cards on the pictures.
4. Say the sentences.
5. Pupils fill in the blanks
with rhyming words.
6. Say the sentences in
groups.

CONTENT

Suggested
Rhyming Words

1. bone, cone
2. nose, rose
3. line, nine
4. glide, slide
5. pipe, wipe
6. rope, rode

Suggested Sentences

1. There is a cone next to
the bone.
2. She smells the rose
with her nose.

TEACHER'S NOTES

Suggested Material

1. pictures
2. word cards

e.g.

bone
Bone

ilik
3. Robbie has a rope and
he rode on a pony.
4. All the nine trees are in
a line.
5. The snakes glide under
the slide.
6. Let's wipe the pipe and
paint it white.
o,

.0,
slide

O
t W :
tlikp
Vir
slk
o

33

cone

Learning Standard:

(e) alliteration
ACTIVITY

SAY IT RIGHT

1. Put up a composite
picture.
2. Emphasise on the
phoneme /s/. e.g.
ssssliding
sssskipping
sssskating
3. Recite the rhyme and
pupils repeat. Clap in
rhythm.
4. Say sssse and tell the
pupils to watch each
other's lips as they
say "ssss".
words starting with S.

SO NEAR YET SO FAR

1. Put up pictures.
2. Emphasise on the /k/
sound. e.g. The candle
is on the cake.
3. Say the sentences.
Pupils repeat.
4. Point to the picture and
pupils name it.
5. Identify objects that do
not begin with the /k/
sound.
6. Identify objects that
begin with the /k/ sound.

CONTENT

Suggested Words

1. sliding
2. skipping
3. skating
4. Selvy
5. Soo Chin
6. Siti

Suggested Rhyme

Soo Chin, Selvy and Siti
are in the playground,
Soo Chin is sliding
down,
Selvy is skipping round
and round,
Siti is skating all around,
Laughing, merrily,
What a happy sound!

Suggested Words

1. comb
2. cake
3. coat
4. cat
5. cap
6. cow

Suggested Sentences
1. The candle is on the
cake.
2. The cat is near the cow.
3. The comb is in the coat.

34

TEACHER'S NOTES

Suggested Material

Prepare:
a composite picture that
illustrates the rhyme

Suggested Material

Pictures of objects
that begin and do not
begin with the /k/
sound.

Learning Standard:

(e) alliteration

ACTIVITY

JOLLY ME

1. Say 'I' and tell the pupils
to look into a mirror.
2. Identify the pictures.
3. Pupils say the words.
e.g.: lollipop'
Emphasise on the Ill
sound.

CONTENT

Suggested Words

1. lollipop
2. lip
3. licking
4. lunch
5. limes
6. little

TEACHER'S NOTES

Suggested Material

1. pictures as
suggested in the
word list
2. mirrors

. 00

4. Recite the jazz chant.
Clap in rhythm.
5. Pupils follow.
6. Divide pupils into three
groups. Carry out a
competition.
Suggested Jazz Chant

Little Lily likes lollipops.
Little Lily likes licking
limes.
Little Lily likes her lunch
with lollipops and limes.

35

Instructions for the
competition:

Pupils give words with
initial Ill sound.
The group that has the
most words beginning
with the Ill sound is the
winner.

Learning Standard:

Able to listen and respond to stimulus given with guidance:
(f) voice sounds

SOUND LIKE ME

1. Show some toy
animals.
2. Play the recorded
sounds of the animals
shown and the pupils
imitate.
3. Put the toys into a box.
4. A pupil picks a toy from
the box.
5. The others make the
sound of the animal
shown.
6. The activity is repeated
with other toys.

I CAN HEAR YOU

1. Show pupils a camera.
2. Snap a photo and ask
pupils the sound made
by the camera.
3. Do the actions of
clicking and pupils
follow.
4. Pupils take turns to do
the action of clicking the
camera and others say
`click, click, click'.
5. Repeat the activity with
the other two objects.
6. Some pupils sing the
song while the rest
make the relevant
sounds.

T

Suggested
Sounds of Animals

1. Goats bleat
2. Cows moo
3. Cats mew
4. Snakes hiss
5. Owls hoot
6. Frogs croak

Suggested
Objects and Their Sounds

1. Clicking of camera
2. Clashing of cymbals
3. Clanging of pots and
pans

Suggested Song
(to the tune of 'Are You
Sleeping?')

Click 8x
Clash -6x
Clang 12x
Click, clash, clang - 2x

36

TEACFERS NOTES

Suggested Material

1. recorded sounds of animals
2. toy animals

Note:
Teachers may use pictures to
substitute the toys.

Suggested Material
Realia or picture of:

1. a camera
2. cymbals
3. pots and pans
e.g.

1----) -s'to 'r:::,
--,

Lyrics of the song:
Are you sleeping? [2X]
Brother John, [2x]
Morning bells are ringing, [2x]
Ding Dong Bell! [2x]

Learning Standard:

1.1.1 Able to listen and respond to stimulus given with guidance:
(g) oral blending and segmenting

LET'S GET TOGETHER

1. Distribute a letter card
to each pupil.
2. Say a word and pupils
with the correct letter
cards come out and
arrange themselves
accordingly.
3. The rest of the class
say the sounds of the
letters shown and say
the word out loudly.
e.g. /pi in/ /t/ = pot
4. The activity is repeated
with the other words.
5. Put up sentences.
6. Read and pupils follow.

LET'S JAZZ

1. Recite the jazz chant.
2. Pupils follow.
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
e.g. I pl I I I !hi
/I/ ill I pI
I hl I I I I t/

Suggested Words

1. pot
2. cot
3. hot
4. dot
5. lot
6. not
7. got
8. tot

Suggested
Sentence Patterns

1. The pot is hot.
2. The tot is in the cot.
3. It is not a dot.
4. He has got a lot.

Suggested Words

1. pin tin bin fin
2. sit hit pit fit
3. zip lip hip dip


The pin is in the fin.
The fin is in the tin.
The tin is on the bin.

Suggested Material

Letter cards
e.g.
P

0

t

Suggested Material

Pictures as suggested
in the word list

e.g.

tt

'--,
I can hit. i (
I can sit.
I can fit.
"iirri
In the pit.

This is my lip.
This is my hip.
Let's go for a dip.

37

SPLIT ME UP!

groups.
2. Give each group a box
with word cards.
3. Music is played and the
box is passed around.
4. A pupil takes out a word
card from the box when
the music stops.
5. The pupil segments the
word. If incorrect, he or
she is out of the game.
e.g.
rat - /r/, ImI, /t/
6. Repeat the activity.

Suggested Words

1. rat, cat, fat , bat, hat
2.bit, hit, pit, kid, lip
3.pot, hot, tot, jog, top
4.bus, cup, rug, mug, pup
5.pen, ten, hen, pet, bed

38

Suggested Material

1. boxes of word cards
2.music

Learning Standard

1.12 Able to listen to and enjoy stories.

STORY TRAIN

1. Show a puppet/toy and
talk about it.
2. Put up a series of
pictures and question
pupils based on the
pictures.
3. Tell a story and pupils
listen.
4. Question and answer
session based on the
story.
5. Remove the pictures.
groups.
similar set of pictures.
8. Retell the story.
9. Pupils hold the pictures
and arrange themselves
according to the story.

Suggested Story
Pipit The Bird
This is Pipit.
It is a bird.
It cannot fly.
It lives in a nest.

One day, Pipit fell from its
nest.
It hopped around.
It was looking for its
mother.

Pipit met a duck.
Pipit asked, "Mr Duck, can
you teach me to fly?"
Mr Duck said, "I cannot fly. I
can swim."
Pipit walked away.

Pipit met a rabbit.
Pipit asked, "Mr Rabbit, can
Mr Rabbit said, "I cannot
lfy. I can hop."
Pipit walked away.

Pipit met a parrot.
Pipit asked, "Mr Parrot, can
Mr Parrot said, "Yes, I can
f l y. I can teach you to fly."

Pipit learned to fly.
Pipit flew with the parrot.
Pipit could fly back to its
nest.

Pipit was very happy.
Pipit thanked Mr. Parrot.

Reference:
Zuraidah Che' Zin(2000).Pit Pit
Learns To Ry.Bestari
Series.Anzagain Sdn.Bhd.
39

Suggested Material

Sets of picture cards
based on the story used

The group leader distributes a
picture to every member in
the group.

DRESS ME UP

1. Bring a picture of a
bear.
2. Ask questions based on
the picture.
3. Tell a story titled 'Rose
Red'.
4. Divide pupils into small
groups.
box with some items
relevant to a specific
character in the story.
6. Pupils choose a

Suggested Questions

Questions:
1. What animal is this?
2. Where does it live?

Suggested Story

ROSE RED

Rose Red lived with her
mother. They lived in a
small house.
One day, a black bear
came to the house.

Suggested Material

A picture based on the
story.

Note:
Teacher can extend the
activity by asking the pupils:
member and dress him The bear stayed with them.
or her up as the
character.
7. The group members
take turns to describe
They were happy.
After two days, the bear
went back to the forest.
One day, Rose Red saw an
1. VVhy was the old man
angry?
2 How did the prince
'
the character. angry old man. He could
not move. His long beard
was caught in a bush. He
shouted for help.
Rose Red helped him.
She cut his beard with a
pair of scissors.
The old man was very
angry. He shouted at Rose
Red. Rose Red ran away.
On her way home, Rose
Red met a handsome
young man. He was the
bear who had stayed with
them. The old man had put a
spell on him. The spell
was broken when his beard
was cut.

40
become a bear?

FAMILY TREE

1. Ask questions about
pupils' family members.
2. Tell a story.
3. Divide pupils into pairs.
4. Each pair is given a set
of pictures to complete
a family tree based on
the story.
5. Pupils make their own
family tree.

MY PARTNER

1. Play the story.
2. Divide pupils into four
groups.
3. Give a set of pictures to
groups A and C
respectively. Give a set
of sentence strips to
groups B and D
respectively.
4. Pupils have to find4heir
partners. (pictures to
sentence strips)
5. Then, pupils rearrange
themselves in the
correct sequence.

LET'S ARRANGE

1. Show pictures of an ant
and a grasshopper.
2. Talk about the pictures.

Suggested Story

Azril and Azrul are
brothers. Azril is ten years
old. Azrul is eight years old.
They live in an old wooden
house. They live together
with their parents,
grandparents and their
younger sister, Ayuni who
is five years old.

Their father, Pak Abu
goes to the sea to catch
fish every day. Sometimes,
Pak Kaduk, who is Pak
Abu's father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.

Suggested Stories

1. Mousedeer and The
Crocodile
2. Jack and The Beanstalk

Suggested Story

THE ANT AND
THE GRASSHOPPER

Mr Grasshopper lived in a

41

Suggested Material

1. the required pictures
2. a family tree

e.g.

Grandfather Grandmother

Father Mother

Azril Azrul Ayuni

Suggested Material

1. pictures
2. sentence strips

Groups A and C - pictures
Groups B and D-
sentence strips

Suggested Material

1. the required pictures
2. story strips
3. recording of the story

groups.
worksheet with story
strips.
5. Pupils cut out the strips
and paste them in the
correct sequence.
6. Play the recording of
the story.
7. Pupils listen to the story
and check their
arrangement of the
story.

bush. He was hopping
around happily. Mr Ant lived
in a nest. He was busy e.g.
collecting food.

He asked Mr Ant, "Why are
you so busy?" Mr Ant
replied, "I am saving food 1 -t
for the rainy days".
Mr Grasshopper laughed at
Mr Ant. He hopped away
happily.

After a few days, it started
to rain. Mr Ant stayed in his
nest. He had a lot of food to
eat. Mr Grasshopper could
not find any food. He was
wet and hungry. He went to
Mr Ant's nest. He knocked
on the door.

Mr Ant invited him in.
He gave Mr Grasshopper
some food.
Mr Grasshopper felt very
ashamed. He thanked Mr
Ant for giving him food.

42

Learning Standard:

1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.

ACTIVITY

MIME ME

1. Play the song.
2. Put up the lyrics.
3. Read and pupils repeat.
4. Sing the song.
groups.
different set of phrase
cards with action words.
7. In turns, each group
comes forward and
sings the song while
some of its members
mime the actions based
on the phrase cards.

SPEEDY SINGING

1. Play the song.
2. Sing together.
groups.
4. Give each group a line
from the song to sing.
First group starts
singing the song,
followed by the other
groups in sequence.
5. Ask pupils to increase
the tempo of the song.
6. 7. Repeat the activity.

CONTENT

Suggested Actions

1. brush our teeth
2. wash our hands
3. spread the butter
4. carry our bags
5. arrange our books
6. walk to school
7. read our books

Suggested Song
[Tune of: Here We Go
Round the Mulberry Bush]

This is the way,
We brush our teeth, (3x)
This is the way,
We brush our teeth,
so early in the morning.

This is the way,
We wash our hands,(3x)
This is the way,
We wash our hands,
So early in the morning.

Suggested Song
Head and shoulders, knees
and toes,
knees and toes, (2x)
Head and shoulders, knees
and toes
Eyes, ears, mouth and
nose.

Other Songs:
1. Simple Simon
2. Sing A Song Of Six
Pence
3. Mary Had A Little Lamb

43

TEACHER'S NOTES

Suggested Material

1. recording of song
2. lyrics
3. sets of phrase cards

Suggested Material

1. recording of song
2. lyrics

PICTURE ME

1. Put up the rhyme.
2. Read the rhyme.
3. Pupils repeat the rhyme
in groups and as a
class.
groups.
5. Give each group a set
of pictures.
6. Pupils have to cut out
the pictures and paste
them to create the
scene for the rhyme.

WHERE HAVE YOU
BEEN?

1. Display the rhyme.
2. Read with the pupils.
3. Remove the rhyme.
4. Pupils complete
worksheets by pasting
the pictures correctly.

RHYME INNOVATION

1. Display a rhyme.
2. Read and pupils follow.
groups.
4. Give an envelope with
word cards to each
group.
5. Pupils will create a
similar rhyme/song
using word cards.

Suggested Rhyme

Two little black birds,
Sitting on a fence,
One named Peter,
One named Paul,
Fly away Peter,
Fly away Paul,
Come back Peter,
Come back Paul.

Suggested Rhyme

Pussy cat, pussy cat
Where have you been? I
have been to London To
see the queen

Pussy cat, pussy cat
What did you do there?
I frightened a little mouse
Under the chair

Suggested Rhyme

Baa, baa black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full,
One for my master,
One for the dame,
One for the little boy
Who lives down the lane.

Suggested
Improvised Rhyme

Cluck, cluck white hen
Have you any eggs?
Yes sir, yes sir,
Three baskets full,
One for my master,

44

Suggested Rhyme

Pictures basedon the
rhyme
e.g.

.....,,,.,
=

Suggested Material

Appendix 1

Suggested Material

1. word cards
2.a rhyme/song

One for my dame,
One for the little boy
Who lives down the lane.

For more rhymes and song teachers can refer to:
http://bussonus.comianimal sonds.php
http://www.lanterntree.cominurservrhymes/bucklemyshoe.html
http://www.rhymes.org.uk/
http://www.nurseryrhymes4u.com/

45

Learning Standard:


ACT IT OUT Suggested Words Suggested Material

1. Place a 'magical' box on 1. sleep 1. picture cards based
the table with picture 2. walk
on the words
cards in it.
3. yawn
chosen
2. Say the magical words
4. talk
2. a composite picture
Àbracadabra' and wave
5. listen
[Appendix 2]
the magic wand.
6. sit
3. words cards
3. A pupil comes forward
7. stand
e.g.
and picks up a picture
card. He/ She says and
does the action.
4. The rest of the class
follows.
5. Place a composite
picture (Appendix 2) on
the board and ask
sleep yawn
pupils what actions are
seen.
6. Pupils answer and
paste the word cards on
the composite picture.

MY HAPPY FAMILY Suggested Poem Suggested Material:

1. Show a picture of a This is my father , 1. a composite picture of a
family and play a Short and steady. Stanzal family (Appendix 3)
recording of the poem. (Gr 1) 2. a recording of the poem
2. Say the poem line by This is my mother,
line and pupils repeat.
Singing a song, Stanza
3. Divide pupils into 4
2
groups. Each group
(Gr 2)
recites one stanza.
This is my brother,
4. Groups take turns to
Tall you see. Stanza 3
recite the different
(Gr 3)
stanzas.
This is my sister,
With a doll on her knee.

46

Stanza 4
(Gr 4)
And this is the story about
my happy family.
Stanza 5
(All groups)

PICTURE
CONVERSATION

1. Place a composite
picture on the board.
2. Pupils say what they
see and teacher lists
the words.
3. Put up sentence strips.
4. Read the sentence
strips and pupils follow.
5. A pupil reads the
sentence strips and
others follow.
6. Pupils complete
worksheets.

WHAT AM I?

1. Show pictures of
animals.
2. Ask questions about
them.
3. Class is divided into
groups. Each group is
given an envelope of
pictures of animals.
4. Group leader picks a
picture card and
describes the animal.
The rest of the group
will guess the animal.
5. Repeat using other
pictures.

Suggested Words

1. food
2. drinks
3. girls
4. boys
5. teacher
6. blackboard
7. saree

Suggested Sentences

1. The teacher is wearing
a saree.
2. There is a lot of food
and drinks on the table.
3. A girl is talking to her
teacher.

Suggested Questions

1. What does it eat?
3. What colour is its fur?
4. Is it wild?

47

Suggested Material

1. Composite Picture
(Appendix 4)
2. Sample pictures
(Appendix 5 and 6)

Suggested Material

picture cards

I
.,

7

..

it F

LET'S TALK

1. Put up a picture.
2. Teacher provides the
first sentence about the
picture seen.

Suggested Text

Teachers' Day

This is my class. Today
is le May. The class is

Suggested Material

1. a composite picture
(Refer to Appendix 6)
3. Pupils continue by
taking turns to make a
sentence each to
describe the picture.
4. Repeat using other
pictures.
having a party. There are Note:
many pupils. A girl is talking Accept any possible
to her teacher. Her teacher, answers given by the
Mrs Ratnam is wearing a pupils.
saree.

48

Learning Standard:

1.22 Able to participate in daily conversations:
(a) exchange greetings

LET'S SING

1. Sing a song with
suitable cultural
gestures.
2. Pupils sing to one
another and do the
gestures.

ROLE PLAY

Suggested Song
[Tune of: Happy Birthday]

Selamat Had Raya x3
And how do you do?

Repeat using:
Happy Deepavali
Happy Chinese New Year
Merry Christmas
Selamat Had Gawai

Suggested Dialogue

Suggested Material
Pictures of gestures
e.g.

Suggested Material

1. Place a dialogue on the Teacher : Hello, I'm Mr
board. Kangaroo.
2. Wear a mask Pupils : Hello,
(kangaroo) and greet Mr Kangaroo.
the pupils according to How do you do?
the dialogue. Teacher : I'm fine. Thank
3. Pupils answer based on you.
the dialogue. Pupils : Goodbye, Mr
4. Pupils repeat the Kangaroo. See
activity using different you tomorrow.
masks. Teacher : Goodbye.
Repeat using:
Mr Tiger, Mr Orang Utan,
Mr Bear, Mr Peacock,
Mr Rabbit

49

1. masks of animals
2. a dialogue chart

Learning Standard:

(b) make polite requests

MAY I?

1. Pupils listen to a
recording of making
requests.
2. Pupils repeat after
teacher requesting for
various objects.
3. Pupils are divided into
groups. Each member
of the group is given a
picture card.
4. Every group member
takes turn requesting for
objects.
5. Pupils respond
accordingly in their
respective groups.

AMAZING RACE

1 Paste pictures of
objects all around the
class.
2. Prepare sentence strips
for each picture on
making requests and
place them on the table.
3. Pupils [in pairs] find the
correct strips to match
the pictures.
4. Pupils take turns to
request and reply aloud.

Suggested Words
Things in the classroom:
1. ruler
2. pencil
3. eraser
4. book
5. crayons
6. coloured pencils
7. chalk
8. duster

Suggested Sentences

1. May I borrow a pencil?
2. Can you lend me your
pencil?
3. Here you are.
4. Thank you.
5. You're welcome.
6. I'm sorry, I don't have
one.

Suggested
Sentence Strips

Father, may I have this
shirt?

Can I have these socks
and shoes?

Yes, you may.

May I go to the library?

I Yes, of course.

50

Suggested Material

1. recording
2. picture cards

Suggested Materials

1. sentence strips
2. picture cards
e.g.

Learning Standard:

(c) express apologies

FIND MY PAIR

1 Take pupils to the
field/hall to play this
game.
2. Pupils are divided into 2
groups. Each member
of the group is given a
sentence strip.
Group 1 is given
sentence strips on
requests.
Group 2 is given
sentences on the
replies.
3. When the teacher gives
the cue, pupils start to
find their pair by saying
their sentences aloud.
4. The winner of the game
will be the first pair with
the correct match.

STATUE GAME

1. Play music and pupils
dance to the tune.
2. When the music stops,
pupils remain still.
Choose two pupils to
come to the front.
3. One of them picks up a
picture from the box.
Pupils role-play the
situation of expressing
apologies based on the
picture.
4. Other pairs repeat with
various situations.

Suggested Sentence
Strips

A: Did you bring my
football?
B: I'm sorry, I forgot to
bring it.

A: Ouch! You stepped on
my toes.
B: I'm sorry. I didn't mean
to.

A: You broke my table
lamp.
B: I'm sorry. It was an
accident.

Suggested Dialogue
A: Did you bring my
football?
B: I'm sorry, I forgot to
bring it.

A: Ouch! You stepped on
my toes.
B: I'm sorry. I didn't mean
to.

A: You broke my table
lamp.
B: I'm sorry. It was an
accident.
Other situations:
- knock into each other
- lost the ruler
- spilt the drink

51

Suggested Materials

sentence strips

Suggested Material
Pictures

Forgot to bring the football

Ste ed on my toes

Learning Standard:

2.2.2 Able to listen to and follow:
a) simple instructions in the classroom

FOLLOW ME Suggested Instructions

1. Pupils follow teacher's 1. Bend your knees.
instructions. 2. Point to your nose.
e.g. 3. Raise your left hand.
"Raise your left hand."
4. Raise your right hand.
Pupils do the action.
5. Touch your shoulders.
2. Pupils who do the action
incorrectly are out of the
game.
3. Repeat the instructions
until the last pupil remains
standing.

LINE DANCING Suggested Instructions Suggested Material

1. Pupils stand in straight 1. Put your hands on your Instrumental music
rows. waist.
2. Play music. 2. Nod your head.
3. Give instructions. 3. Look right.
4. Pupils do the actions. 4. Look left.
5. Shake your body.
6. Raise your left hand.
7. Raise your right hand.

52

DRAWING A FACE

1. Provide a blank piece of
paper to each pupil.
2. Give instructions to draw a
face.
3. Pupils follow instructions
and draw accordingly.

HOKEY-POKEY

1. Take pupils outdoors.
2. Form a circle.
3. Give instructions and
pupils do the actions.
4. Sing the song and pupils
follow.
5. Pupils sing the song and
do the actions.

PIN THE TAIL

1. Put up a picture of a
donkey without its tail on
the board.
2. A pupil is blindfolded and
given a picture of a tail.
3. Another pupil gives
instructions to the
blindfolded pupil to reach
the donkey.
4. The blindfolded pupil

Suggested Instructions

1. Draw a big circle.
2. Draw two big round
eyes.
3. Draw a small nose.
4. Draw a small mouth.
5. Draw two ears.
e.g.
. ono


Put your right hand in
Take your right hand out

Hokey-Pokey

Put your right hand ,in,
Take your riht hand out,
Put your right hand in,
And you shake it all about,
Do the hokey-pokey,
And turn yourself around,
That's what it's all about.


1. Take three steps to the
front.
2. Turn leftfright.
3. Go straight.
4. Stop.

53

Suggested Material

Note:

Teacher can vary
the instructions.

Note:
Substitute with:

1. left hand
2. right leg
3. left leg
4. whole self

Suggested Material

1. the required picture
2. the instructions
(Instructions can be
varied)
e.g.
St!

pastes the tail on the
donkey.
5. Repeat with other pupils.

MAKE A SANDWICH

1. Divide the pupils into
groups.
2. Each group is given the


1. Spread the butter on a
slice of bread.
2. Take another slice of
Note:
Teachers may use other
animals.

Suggested Material
Ingredients:
1. bread
2. butter
3. jam
ingredients.
3. Give instructions on how to
prepare the sandwich.
4. Pupils listen and follow.
bread and spread some Substitute jam with
jam on it. kaya
3. Put both slices together. peanut butter
4. Serve it on a plate. honey

54

Learning Standard:

1.2.2 Able to listen to and follow
b) simple directions to places in the school

WHERE DO YOU GO? Suggested Instructions Note:

1. Divide pupils into groups. 1. Go straight
Directions can be given
2. Each group forms a train. 2. Turn left to one group at a time or
3. Give instructions on 3. Turn right
to all the groups at the
directions.
4. The group follows the
directions making the
thoo-choo' sound.

POISON PARCEL

1. Pupils sit in a circle.
2. Play the music and pupils
pass the parcel until the
music stops.
3. The pupil who has the
parcel picks a paper from
the parcel and reads aloud
the instructions.
4. Pupil follows the
instructions.
e.g.
Turn around and walk like
a duck to the door.
4. Go round same time.
5. Stop

Suggested Instructions Suggested Material

1. Jump like a frog to the 1. music
blackboard. 2. poison parcel
2. Fly like a bird to the 3. instructions
staffroom.
3. Hop like a kangaroo to
the next class.
4. Gallop like a horse to
the office.
5. Move like a car to the
toilet.

55

DIRECTION SONG

1. Place signposts in various
corners of the classroom.
2. A pupil will stand at a
certain part of the class.
3. The pupil will move to the
directions as given by
friends in a song.
4. Repeat activity.

Suggested Song
(Tune of: London Bridge Is
Falling Down )

Class : Take three steps to
your right
To your right (2X)
Take three steps to
your right
And turn left

Where are you, my
friend?
My friend (2X)
Where are you, my
friend?
Tell me now.

Pupil : I am at the canteen
canteen ( 2X)
I am at the
canteen,
Oh, my friends.

56

Suggested Material

Signposts
e.g.

canteen

toilet

Note:

Teach the song before
the activity

Learning Standard:

1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
a) answering simple Wh-Questions

AT THE GARDEN

1. Put up a picture of a
garden.
the picture.
e.g.
What flowers can you see?
What is the colour of the
roses?
3. Chant with pupils.
4. Divide the pupils into two
groups.
5. Pupils chant.

J AZZ CHANT

1. Put up the jazz chant.
2. Chant and pupils listen.
3. Repeat and pupils follow.
4. A pupil comes to the front.
5. The other pupils ask
questions as in the jazz
chant.
6. Pupil answers.
7. Repeat activity with other
pupils.


A: Who has a garden? (2X)
Who has a garden, my
friend?
B. Minah has a garden.( 2X)
Minah has a garden, my
friend.

A: What flowers? ( 2X )
What flowers does she
have?
B: She has roses, she has
orchids, sunflowers and
hibiscus.

A: When does she water
them? ( 2X)
When does she water the
lfowers?
B: She waters them in the
evening, (2X),
She waters the flowers
in the evenin.


Class: Who are you? (2X)
Pupil : I am Ahmad. (2X)

Class : What are you
wearing? (2X)
Pupil : I'm wearing a shirt.
I'm wearing a pair of
trousers.

Class : Where are you
going? (2X)
Pupil : I'm going to the
canteen. (2X)

57

Suggested Material

Composite picture
of a garden

Suggested Material

Jazz chant

Note:
Replace the underlined
words with other
suitable words.

WHO STOLE THE COOKIE?

1. Pupils sit in a circle.
2. Put up a big manila card
showing a boy putting his
hand into a cookie jar.
3. Ask the pupils:
"What is the boy doing?"
"Who is the boy?"
4. Explain the activity.
5. Call a pupil to put his face
into the hole in the card.
6. Pupils say the rhyme.

GUESSING GAME

1. Put picture cards of
animals into a box.
2. A pupil comes forward to
pick a card. (Pupil must not
show the card to the
class.)
3. Other pupils take turns to
ask questions.
4. The pupil answers the
questions.
5. Pupils try to guess the
animal.
6. Repeat the activity.

Suggested Rhyme

Class : Who stole the
cookie from the
cookie jar?
All stole the cookie
from the cookie jar.

Ali : Who me?

Class: Yes, you.

Ali : Couldn't be!

Class: Then, who?

All : Tan stole the
cookie from the
cookie jar.

Suggested Questions

2. What does it like to eat?
3. What is its colour?
4. How many legs does it
have?
5. How does it move?

58

Suggested Material
Picture
e.g.

Suggested Material
Prepare:
1. picture cards of
animals
e.g.

2. the questions

DIALOGUE

1. Pupils listen to a dialogue.
2. Ask questions based on the
dialogue.
3. Display the dialogue on the
board.
4. Pupils take turns to role-
play the dialogue.

Suggested Text

Rani: Hi, Lina.
Lina :Hi, Rani. Where did
you go for the
holidays?
Rani: I went to Langkawi
with my family.
Lina: How did you go there?
Rani: By aeroplane.
Lina : When did you go
there?
Rani : I went there last
Monday.
Lina : What did you do
there?
Rani :I went up the cable
car. It was very
exciting. I also went
shopping.
Lina : That sounds great.
Oh! I have to go now.
See you. Bye.
Rani: Bye.

59

Suggested Material

1. pre-recorded text
2. dialogue
3. sample
questions

Note:

Change words to vary
the information.

Learning Standard:

1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
b) giving True/False replies

AM I RIGHT?

1. Take pupils around the
school.
2. Point to any object and
say,
"This is a
e.g.
Point to a car and say,
"This is a motorcycle."
Pupils answer :
"False. This is a car."
3. Repeat with other objects.

QUIZ

1. Divide the class into two
groups.
2. Read out a statement.
e.g.
An elephant has a trunk.
3. A pupil from each group
picks the correct flash
card.
4. Pupil shows the card to the
rest of the class.
5. Other pupils respond by
saying if the card picked is
right or wrong.
6. Points are given if the
answer is correct.

Suggested Topics

1. objects in the school
2. animals
3. places
4. people

Suggested Statements

1. An elephant has a trunk.
2. A cat has a beak.
3. A bird can fly.
4. A cat chirps.
5. A lion roars.

Statements are based on
any topic for the week.

60

Suggested Material

Four large flash
cards ( two for each
group).
e.g.
True
False

OLD MAC DONALD

1. Put up a picture of a farm.
the picture.
e.g. How many cows can
you see?
3. Sing the song 'Old Mac
Donald' and pupils follow.
4. Sing the first two lines of
the song and state the
number of animals
e.g.:
Teacher :"Old Mac Donald
has a farm,"
Class : E-I-E-1-0
Teacher : And on that farm
he has two
cows.
Class: False
5. Repeat with other animals
from the picture.

STORY TIME

1. Play the story.
2. Pupils listen carefully.
3. Replay the story.
4. A pupil answers the
question as given in the
CD.
5. Other pupils shout out
`True' or 'False'.

MY PARTNER

1. Divide class into two equal
groups.
2. Each pupil in Group A will
have a different statement.
3. Each pupil in Group B will
have either a 'True' or
`False' card.
4. Pupils in Group A will read
their statements as they
walk.

Suggested Content

Animals on the farm:

1. three cows
2. five ducks
3. two horses
4. eight chickens
5. ten fishes

Suggested Story

The Clever Mousedeer
(Refer to the English
Language Year 2 (SK)
Teaching Courseware CD 3
- Lesson 64)

Suggested Statements

1. A cow has four legs.
(True))
2. A rose is green in
colour.
(False )

Note:

Statements can be based
on topics taught previously.

61

Suggested Material

Composite picture
of a farm.

Note:

Number and types of
animals can be changed
based on the picture
chosen.

Suggested Material

Suitable questions

Suggested Material

1. sentence strips
2. flash cards

Note:

'True' or 'False' flash
cards must match the
number of statements
prepared.

5. Pupils in Group B will
shout 'True' or 'False' and
stand with their correct
partners.

6. When all have found their
pairs, each pair comes out
and reads their statement
and answer aloud.

62

Appendix 1
Cut and paste the correct picture.

Pussy cat,
Where have you been? I
have been to London To
see

Puss cat
What did you do there? I
frightened a little Under

63

Appendix 2

This is my father,
short and steady.
This is my mother,
singing a song. This
is my brother, tall
you see.
This is my sister.
with a doll on her knee.
And this is the story, about
my happy family.

MY HAPPY FAMILY

ctinn

64
Choose the correct sentence.

65
Appendix 5

66

ME READ/NO SKI LL
By the end of Year Two, pupils should be able to apply knowledge of sounds of letters to
recognize words in order to begin reading and then move on to more complex skills using
a range of strategies to construct meaning from the text read. The ultimate goal of the
reading component in primary school is to produce pupils who will be able to read
independently for information and enjoyment. Pupils of Year 2 will have to acquire the
sounds to be learnt as stipulated in the learning standard 2.2.1 before they reinforce the new
sounds learnt to form words learnt by blending these sounds. Pupils learn how to spell by
segmenting words and then move on to read phrases and sentences.

The learning standards covered in Year 2 are as follows:
CONTENT STANDARD

2.1 By the end of the 6-year 2.1.1
primary schooling, pupils will
be able to apply knowledge
of sounds of letters to
recognize words in linear and
non-linear texts.
LEARNING STANDARDS

Able to recognize and articulate initial, medial and
the final sounds in single syllable words
within given context:

(a) /e 1 / /1:1 /a 1 / /au/ /u/, /u : /
(ai ) (ee) (igh) (oa) (oo)

(b) MI /31 /3:/ /au/ /DI/
(ar) (or) (ur) (ow) (oi)

(C) /la/ /ea/ ka/ /3:/
(ear) (air)) (ure) (er)
(d) /0 1 / /au/ iar/ Ii:/
(ay) ( ou) (1e) (ea)
(e) /DI/ /3:1 Ail IX/

(f)

(g)
( ue)
(Y) (i
r) (aw)
/w/ /f/ /ju:/ /00/ /
(wh) (ph) (ew ) (oe ) (au)
/e 1 /
Al Ja
1 1 /au/ /u
:1
(e-e) ( i_e) (0-0 (u-e)
(a-e)

2.1.2 Able to blend phonemes into recognisable words
and read them aloud.

2.1.3 Able to segment words into phonemes to spell.

69

primary schooling, pupils
will be able to demonstrate
understanding of a variety
of linear and non-linear
texts in the form of print and
non-print materials using a 2.2.2
range of strategies to
construct meaning.
2.2.3

2.2.4

2.2.5

primary schooling, pupils
will be able to read
independently for
information and
enjoyment.

Able to read and apply word recognition and word
attack skills by :
a) matching words with spoken words
b) reading and grouping words according to word
families.

Able to read and understand phrases in linear and
non-linear texts.

Able to read and understand simple sentences in
linear and non-linear texts.

Able to read and understand a paragraph of 5 8
simple sentences.

Able to apply basic dictionary skills using picture
dictionaries.

Able to read simple texts with guidance:
a) fiction
b) non-fiction

As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupils of
Year Two as stipulated in the learning standard. The following sounds are to be learnt
in Year Two.

70

Grapheme Phoneme Possible Actions

ai
Hands on the waist and say èi' as if
in anger.

ay

ee
Show you teeth and say "ee"

ea A:1
( 6 1

*Ikem
mmmfi,
sew

e - e
0

igh .r,
A".
-.,.
Place palm on the chest and say

ie

71

oa
Palms up, shake your body and

e

ow

oo

oo

ue

u - e
say "au"

Place hands above head, tap once
Ai / and say ù'

Place hands above head, shake
your head and say "u.."

/u:/

72

leg)f

7.--

i :e

ar
/a:/
Open your mouth wide and say

ear

or

aw

au

ur

it

er
"aa"

Draw a big circle (anti-clockwise) ./.---N
in the air and say "or'.
/D:/

6.
i.
/31 Put your finger on the temple and
say "er"

-

73

74

air

ure

ou

/ea/

/oaf

/au/

Hold your jaw and say "air" f41111N
so
Form a 'u' with both hands, spread
them like a flower blooming and
say "uwer

1
Pinch yourself and say "aw'
za.

%.,
..,
Hop like a kangaroo and say "oi"
_.)

75

These phonemes are to be taught in sequence as stipulated in the learning
standard 2.1.1 (a) (g). The sounds presented in the table above are not in
chronological order as found in the learning standard. They have been classified
according to phonemes and have various graphemes, which represent a particular
phoneme. Teachers should tell pupils that the phonemes might represent different
graphemes.
For example the phoneme /eI/, is represented by the grapheme "ai" ,"a-e" and "ay"
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies such as
singing songs, telling stories, reciting rhymes, playing games as well as drilling in order
to reinforce the learning of these phonemes.

Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards. The
following are the phonemes learnt in Year One:

Grapheme Phoneme Possible actions

s
/s/
ss (voiceless)

c

t / t /
(voiceless)

1. Form a cobra head with
your hand.
2. Trace the letter 's' in the air
and, say s...

Tap two fingers on the desk
and say t...

76

or -.

4111

At

p

n

m

d

g

/p/
(voiceless)

/n/
(voiced)

Iml
(voiced)

/d/
(voiced)

/g/
(voiced)

Place four fingers in front of
your mouth and say p...

Touch the tip of your nose and
say n...

Lick an ice-cream and say m .....

Drumming action and say d...

1. You are cold, clutch your
hands and shiver
2. Say ggg

77

A
,----

,...d

.. s,

___

t t
o
TV 11

c
k
ck

r

h

b

f

ff
/k/
(voiceless)

In
(voiced)

/h/
(voiceless)

/b/
(voiced)

/f/
(voiceless)
Action of flying a kite and say k
I A .
all

(-)
Be a lion and say rrr

1. Place your palm in front
of your mouth
2. Laugh haha

Action of balloon bursting and
*
say b...
4

Action of bird flying and say f... ',
_.-_-

78

1
II

9
j

v

/1/
(voiced)

/d3/
(voiced)

/v/
(voiced)

(voiced)

(voiceless)

Raise both arms upright and
say IL.

Jump and say j.

Show the peace sign and say
v.

Join two peace signs and say

Cross your hands and say ks..

79
i
4 g4

,/:-

Y

z

zz

q

ch

/gzi
(voiceless)

/j/
(voiced)

/z/
(voiced)

/kw/
(voiced)

/II/
(voiceless)

Slash 'x' and say gz..

Nod and say yeh

Trace 'z' in the air and say z..

Action of a duck flapping its
wings once and say qua

1. Action of a moving train
with both arms
2. Say ch.

80

X
I%
Ihsip
L /
a

sh

th

ng

/ft
(voiceless)

/8/
(voiceless)

(voiced)

hy
(voiced)

..,..--,
Finger on the lips and say sh..

Show the thumb and say th.

'W,mc,
tAilifrio ..).,_

Point with the thumb and say
th. Akip
%ow
=tia 1,

Action of mosquito buzzing . ,
--
around ears and say ng .....

81

The short vowels are as follows :


Imagine a spider crawling
up your arm and say eh...
1w1

a
1. Cross your arms on your
chest and lift your
shoulders.
2. Say er...

I il
i Show your teeth and say e.

Draw a small circle (anti
In/
clockwise) in the air and say o
o J
a.
82

Walk like an elephant and say
e /et eh

Look up and say uh

The long vowels are as follows :


Open your mouth wide and say
b:/ aaa...
tr
VI k
a
*4::;.,

a

o

ip:/

Draw a big circle (anti
clockwise) in the air and say
or...

83

.-----\
rillii)lat
1

e Show your teeth and say ee..

Word List for Year 1 and 2 (according to phonemes learnt)

Grapheme Phoneme Suggested Words
s /8/ sun, snake, six, sit, sister
he/ bag, rat, man, bat, apple, ant, cat
tel
banana, elephant
a
/a:/ arm, card, march, father
ball, tall, call, fall, law, paw
/31
t

P
i
n
m
d

g

o

c
/t/

/p/
/I/
/n/
/m/
/d/
/g/
1d3/
/D/
fol
/k/

/s/
ten, tent, toy, tomato, tip, pet, table,
tin
pencil, pen, pail, top, cuR, Rot
pin, bin, sit, it
nose, nine, fan, can, canteen
mouse, mouth, moon, drum
dog, doll, body, red, bed
go, girl, goat, bag, big
gym, giraffe
cot, hot, box, socks
four, roar
cat, car, cup, cap, cake, cut, carrot,
cow
cent, ceiling, trace, face

84

85

/u:/ food, boots
00
/o/ good, book, foot
ar /a:/ farm, far, bark, dark, card, car
or /0:1 fork, short, corn, horse
ur turn, purse, burn, hurt, thursday
/31
/ao/
ow /au/
/a:/
ear ha/
air / e e /
ure hie/
er /3:1
ay / el /
ou /ao/
ie /ai/
ea 11:1
oy hi/
it /3:1
ue /u:/
aw /3:1
wh /w/
ph /f/
ew /ju:/
oe /au/
au 13:1
cow, how, now, town, owl, flower
slow, shower
heart
hear, dear, fear
hair, pair, chair, fair
sure, picture
her, printer, player
day, play., sax, pax
out, sound, round, mouth
tie, pie, lie
sea, eat, meat, read, clean, repeat
box, tot, jot
girl, bird, shirt, skirt, sir, birthday
blue, glue, true
saw, draw, prawn, paw, jaw
whistle, wheel, why, what, white
elephant, dolphin, photo
new, few
toe, tomatoes, heroes, potatoes
august, astronaut, daughter

86

a - e
/el/
snake, race, cake, take, late, date,
table
e - e 10 these, piece
i - e
/ail
like, ride, hide, five, side, prize
o - e
/au/
bone, home, poke, rope, stone
u - e /u:/ flute, rude, rule, use, cube

87

Learning Standard:

2.1.2 Able to blend phonemes into recognizable words and read them aloud.

ACTIVITY

Forming Words

1. Place pictures with the
grapheme òa' in a big
box.
2. Pick a picture and name
it aloud stressing the
phoneme /eu/.
3. Pupils repeat the word
individually / in groups.
4. Prepare onset and rime
cards based on the
word list.
5. Place the cards on the
table.
6. Pick pupils at random
to select the correct
onset and rime cards
based on the picture.
7. Pupils blend and read
the word aloud.

Roll a word

1. Show pictures with the
grapheme "ee" .
2. Say aloud the word ,
stressing the phoneme
Ii:!.
3. Pupils repeat.
groups. Provide three
cube sets for each
group.

CONTENT

Word List

boat
coat
soap
goat
toad

e.g.

,

- -

b oa

Word List

sheep
teeth
tree
weep
feet
sleep

TEACHER'S NOTES

Materials
onset cards
rime card
picture cards

Onset Rime
Cards Card
oa
= b d

c
P
s
t
9
t

Materials

picture cards
cubes template - Appendix 1
contents of onset cube (1)
- sh, t, tr, w, f, sl
contents of rime cube (2)
5. Taking turns, pupils roll 431
cubes 1 - 3 to
form words based on
the picture. v , 1 If
aloud and write the
words that they have sh ee P
formed.

88

contenteseof onset cube (3)

- p, t h, t

*can use erasers as cubes.
*
*this activity can be turned into
a competition.

ACTIVITY
Word Chain
1. Demonstrate the action
for the phoneme /3: /.
2. Pupils repeat a few
times.
name them.
4. Pick pupils at random
and hang the cards
around the pupils'
necks.
5. Teacher says a word.
e.g. saw.
6. Pupils with the
respective letter cards
will stand side by side to
blend the word.
7. Pupils repeat the word.

Match Me Right

1. Demonstrate the
grapheme I e'
through a song.
2. Pupils repeat.
3. Show picture cards and
blend the phonemes.
4. Pupils repeat
individually or in groups.
5. Put up picture cards on
the wall with the onset
cards.
6. Pupils match the rime
cards to the correct
picture cards.
7. Pupils read the words.

CONTENT

Word List

saw
paw
draw
prawn
crawl

e9

S a w

Word List

kite
five
prize
mice
rice
hide

Song chart
(Tune of Clementine)

I like to fly kites (3x)
In the sky
I have five kites (3x)
As my prize

I see five mice (3x)
Eating rice
When they see me(3x)
They run and hide

89

TEACHER'S NOTES
Materials
letter cards
picture cards

pr MI

cr

I
P

S
dr

Materials
picture cards
Onset Rime
Cards cards
A B

m ice

h ide

k ite

f ive

r ice

pr i ze

ACTIVITY

Word Spinner

1. Demonstrate the action
and sound for the
phoneme /eI/.
2. Pupils repeat.
say the word.
4. Blend the onset and
rime cards.
4. Pupils repeat.

CONTENT

Word List

thigh
light
fight
night
right
bright
TEACHER'S NOTES
Materials
Picture cards
Word spinner template
Appendix 2

Onset Rime
cards cards
A B

th
5. Put up a word spinner.
igh
6. Pupils take turns to
spin. I
7. Pupils blend the onset
and rime letters to form
correct words. f
n

r
br t

90

Learning Standard:

2.1.3 Able to segment words into phonemes to spell.
ACTIVITY
Separate Me
1. Demonstrate segmentation of a
word.
a. Read the word,
b. Pupils repeat.
c. Say the phonemes.
e.g.
a-e : snake - /s/, /IV, /e1/,
/k/
2. Distribute grapheme cards
randomly to the pupils.
3. Teacher says a word.
4. People with the related
graphemes come to the front to
form the word.
5. Teacher says the phoneme and
the pupil with the related
grapheme card raises it.
6. Teacher repeats the activity with
other words.

CONTENT

Suggested Words :

snake, bake, tape,
cake, lake, make, race,
date, spade

TEACHER'S NOTES

Jumping On The Puddles

1. Show a word.
2. Say the word aloud and
separate them into segments.
e.g. girl - /g/ /3:// /1/
3. Pupils repeat after the teacher.
4. Create 'puddles' across the
classroom floor, each puddle
featuring a grapheme.
5. Teacher says a word and picks a
pupil at random to demonstrate.
6. Pupil says the phoneme as
he/she jumps on it.
7. Repeat the steps for all the
words suggested.

Suggested Words : Appendix 3

girl, bird, thirsty, skirt,
shirt, first

91


Break the Code

1. Divide class into 2 sections.
2. In one section create a 'reward
zone'.
e.g. sweets in a box
3. Another section; pupils stand in
groups of 5-6.
4. Teacher shows a word card.
5. Each group reads the word
aloud.
6. Pupils break the code by saying
the phonemes aloud in order to
take the reward.
e.g.
Teacher : bow
Pupils : /b/ /aril

Word Boxes

1. Divide pupils into groups.
2. Distribute boxes of letter cards to
each group.
3. Show the picture and say the
word.
4. Pupils segment the sounds and
say the word.
e.g.
/m/ Ii:/, /t/
5. Each group take turns to
segment the word.
6. Repeat the steps with each word
on the list.

Suggested Words:

cow, town, how, bow,
owl, flower, power

Suggested Words: Materials

sea, pea, meat, read, letter cards
eat

92


Wall Words Suggested Words: Appendix 4

1. Show the picture and theword. alphabet, dolphin,
elephant, telephone,
e.g. photo
?-----
, 7---'

dolphin

d o I ph i n

2.Teacher says the word aloud
and segments the word.
3. Pupils repeat after the teacher.
4. Put up the word cards on the
wall.
5. Pupils segment the words.
6. Repeat the steps with each word
on the list.

93

Learning Standard:

2.2.1 Able to read and apply word recognition and word attack skills by:
a. matching words with spoken words.

ACTIVITIES

Listen and Choose

1. Pair the pupils.
2. One pupil will be given a set of
picture cards and the other will be
given a set of word cards.
Teacher says out a word. The
pupil who has the correct picture
card will put it up followed by the
pupil with the correct word card.

Read and Find

1. Distribute worksheets to pupils.
2. Pupils are asked to read the
words.
3. Pupils use colour pencils to trace
the dotted lines from the words to
the pictures.

Assemble Me Dear

1. Each group will be given a picture
puzzle in an envelope.
2. Each group will have to assemble
the picture correctly on a manila
card.
3. The assembled picture will have to
be pasted on the board together
with the correct word and pupils
say it out loud.
4. The fastest group wins the game.

CONTENT TEACHER'S NOTES

Word List: Materials

goat Word cards
coat Picture cards
lfoat goat
boat coat
toad lfoat
road boat
toad
road

Word List: Materials

goat colour pencils
coat worksheets
float Appendix 5
boat
toad
road

Word list: Materials

girl pictures cut into pieces
bird envelopes
skirt word cards
shirt
first
third

94

ACTIVITIES
Bingo
1. Teacher prepares a few sets of
bingo cards with the same words in
different arrangements.
2. Distributes the sets to the pupils.
3. Give instructions how to play.
4. Teacher picks words randomly from
a box.
5. Say it out loud.
6. The first pupil to complete the
words in a straight line is the
winner.

Get Me Right

1. Distribute worksheets to the
pupils.
2. Teacher reads out a word
according to the word list.
3. Pupils listen and circle the correct
word.
4. Repeat the steps for the other
words.


blue
glue bingo sets
true box
high word cards
night
light blue glue true
wheel whale car light
whale sir high night
birthday
car
balloon glue car sir
sir night blue light
true high true


chew Worksheets
crew Appendix 6
screw
drew
blew
flew

95

Learning Standard:

2.2.1 Able to read and apply word recognition and word attack skills by :
c. reading and grouping words according to word families.

ACTIVITIES

Put Me Where I Belong

1. Put up the word chart.
2. Drill the pupils with the words.
3. Call pupils at random to read the
word shown and place it in the
correct column.(Final / x/ and
/ ju:/)
4. Repeat the activity until all the
words are correctly placed.

Crazy Poems

1. Display a poem on the board.
2. Ask pupils to repeat the poem after
the teacher.
3. Distribute worksheet that has two
columns: (animals and clothing).
4. Ask pupils to group the words
and write them in the correct
column.

CONTENTS TEACHER'S NOTES

Word list : Materials

screw word chart
new (Appendix 7)
blew
drew
saw
jaw
draw
straw

Materials
A cow goes to town,
In a gown, poem chart
Then passes a toad, worksheets
In a coat, Appendix 8
Ha! Ha! Ha!
Laughs the goat,
In a rowing boat,
Shirt for sale,
Skirt for sale,
Yells the bird,
With the yellow tail.

96

Learning Standard:

2.2.2 Able to read and understand phrases in linear and non-linear texts.

ACTIVITIES

Jazz with me...

1. Chant aloud.
2. Pupils read the phrases with
the phoneme /aI/ aloud after
the teacher.
3. Say the words with the
phoneme /aI/ louder while
chanting.
4. Put up Chart A
5. Pupils complete the chant with
word cards.

Butter Cake

1. Sing the song (Happy
Wanderer Tune)
2. Teacher says aloud phrases
with the phoneme /eI/ while
lfashing the phrase cards.
3. Pupils repeat after teacher.
4. Stress the phrase:
a butter cake
5. Paste phrase cards with
missing letters on the board.
6. Pupils complete the phrases
with letter cards of 'a' and è'.

CONTENT

Jazz Chant

What a fright
Turn to your right
Keep a sight
Switch on the light
Keep it bright
Say good night
Say it right

Chart A
What a
Turn to your
Keep a
Switch on the
Keep it
Say good
Say it

Song : Butter Cake

I love to eat a butter cake
that my mother loves to bake
The butter cake my mother
baked
with a candle on the cake
Butter cake,
Butter cake,
Butter cake
ha, ha, ha, ha, ha, ha
Butter cake
and the big piece is for me

97

TEACHER'S NOTES

Materials
Jazz chant, chart,
word cards

Another jazz chant
Mother bakes a cake
It is a chocolate cake
She puts it on a plate
She cuts a piece of
cake
She gives a piece to
Jade
Jade takes the cake
To share it with Miss
Kate
Sorry it's too late
It falls into the lake

Materials
Song chart
Word cards;
cake, bake,
lake, date,
take, plate

Phrase Cards
a butter cake
bake a cake

a butter c_k

b_k_ a c_k_

ACTIVITIES
It' s Story Time
1. Teacher reads the story.
2. Stress on the phoneme:
/a:/, / aI /
3. Get pupils to repeat the
words.
4. Read the Big Book with
the pupils.
5. Read with correct
pronunciation and
intonation.
6. In groups, pupils
arrange sentences to
form the correct story
(teacher can carry it out
as a competition to make
it fun.)

Read Me Aloud

1. Teacher reads a short
story.
2. Read the phrase cards
shown.
3. Stress on the phoneme
/i:/
4. Get pupils to repeat.
5. Pupils read the story
with correct
pronunciation and
intonation.
6. Call pupils randomly.
Teacher gives a card to
a pupil (e.g: A sad king)
7. Ask the pupil to read the
phrase silently and do
the actions in front of
the class.
8. The rest of the pupils
guess the phrase.

CONTENT

Short Story

The night was dark.
Knight heard a bark.
He switched on the light.
He had a fright
When he saw a duck.
What a BIG BIG duck. The
duck chased Knight.
Knight went to hide.
Oh what a fright.

Short Story

Once there was a king and a
queen.
The queen did not have a
child.
They were very sad.
Years later, the queen had a
baby girl.
Everyone was happy.
So, they held a party.
Then came a witch.
She put a spell.
She put a curse on the baby.
Soon, the princess fell in a
deep, deep sleep.

98

TEACHER'S NOTES

Materials

Prepare phrase cards
Prepare a Big Book

Draw a series of pictures.

Materials

Teachers can prepare a big
book for the story.

Prepare phrase cards:

sad king
sad queen
a beautiful queen
a baby girl sleeps
an ugly witch
a sad king
a sad queen

Learning Standard:

2.2.3 Able to read and understand simple sentences in linear and non-linear texts.

ACTIVITY

Read and match

1. Distribute worksheets to
pupils.
2. Pupils read the
sentences and match
them to the pictures.
3 . Pupils read the
sentences aloud
in small groups.

Read and match

1. Teacher puts up parts
of sentences.
2. Pupils read the
sentence parts in small
groups.
3. Pupils match the
sentence parts.
4. Pupils read the
completed sentences
aloud.

Read and paste

1. Distribute a composite
picture to each pupil.
2. Put up a chart
containing sentences
on the board.
3. Pupils read the
sentences.
4. Pupils cut out the
objects and paste them
on the picture.
5. Pupils exchange their
work and check.

CONTENT

Sentences on the chart.

1. The ball is under the
cupboard.
2. The books are on the
table.
3_ The doll is in the pail.
4. The lamp is on the
table.

99

TEACHER'S NOTES
Duplicate the Appendix
Appendix 9

Appendix 10

Materials

composite picture
chart containing
sentences.

Appendix 11

Jigsaw puzzle
groups of three.
2. Distribute a jigsaw
puzzle to the groups.
3. Pupils assemble the
jigsaw puzzle to form a
picture.
4. Pupils flip over
the picture and
read the sentences
given.

Word Maze

1. Pair up pupils.
2. Distribute handouts
containing word maze
to the pairs.
3. Pupils find four
sentences from the
maze.
4. Pupils colour the
sentences.
5. Pupils read the
sentences aloud.

Appendix 12a and 12b

Teacher can prepare
different sets of word maze.

Appendix 13

100

Learning Standard:

2.2.4 Able to read and understand a paragraph of 5- 8 simple sentences.

ACTIVITY

Get Me Right

1. Teacher tells the
story.
groups.
3. Distribute worksheet
with incomplete
paragraphs and the
envelope containing
the sentence strips.
4. Pupils complete the
paragraph with the
correct sentence
strips.
5. Pupils read the
completed paragraph
in groups.

Read and Do

1. Distribute a handout
with instructions on
making a paper
puppet.
2. Pupils read the
instructions.
3. Pupils follow the
instructions and
do the paper
puppet.
(Option:
Pupils can use the
paper puppet to
role play.)

CONTENT

Instructions:

Take an envelope. Draw
two eyes. Draw a nose
and a mouth. Colour the
face. Cut the sides of the
envelope. Paste them as
ears.

101

TEACHER'S NOTES
Appendix 14

Materials

envelopes
glue
colour pencils
scissors

ACTIVITY

Read and Transfer

1. Put up a chart
containing a
passage about
Azlan's family.
2. Distribute an empty
family tree.
3. Pupils read the passage
and complete the family
tree.

Read and Sequence

1. Pair up the pupils.
2. Give a map to each
group.
3. Distribute a set of
sentence strips to each
group.
4. Pupils read the
sentences and
sequence them in a
paragraph.
5. Pupils read the
arranged sentences
aloud.

Read and Play

groups of four.
2. Distribute the board
game, dice and tokens.
3. Explain the rules.
4. Pupils read and play the
board game.


Pupils should have prior
knowledge of family tree.

Appendix 15

Duplicate the Appendix.

Prepare the sentence
strips.

Appendix 16

Rules:

If the pupil answers
correctly, he /she is allowed
to move two steps forward. If
he / she fails , the pupil has to
move a step
backward.

Appendix 17

102

Learning Standards:

2.2.4 Able to read and understand a paragraph of 5-8 simple sentences.
2.2.5 Able to apply basic dictionary skills using picture dictionaries.

ACTIVITY CONTENT TEACHER'S NOTE

Peeping Mouse Appendix 18 and 19
1. Show action of peeping
through a mouse hole
and name the objects
seen in the classroom.
2. Show picture cards and
and ask questions about
it.
3. Put up the chart. Read the
sentences describing the
pictures.
4. Drill the keywords.
5. Distribute worksheets.
6. Pupils read the sentences.
A Mouse Tale
From the mouse hole I peep
out,
To see if Kitty is about.
I see Kitty sitting on a seat,
I see Kitty eating a piece of
meat.
I eat the cheese,
And then I sneeze.
Kitty hears the sound,
And she turns around.
From the mouse hole I can
see,
Kitty looking at me.

103
Prepare a mouse hole.
Use a cardboard or
hardboard.

2. Prepare picture
cards.
- a cat on a chair
eating a piece of
meat.
- a mouse eating a
piece of cheese
- a mouse sneezes
- a cat on a chair
turning its head
- a cat looking at
the mouse.

Learning Standards:

2.3.1 Able to read simple texts with guidance:
a) fiction
b) non-fiction

2.2.5 Able to apply basic dictionary skills using picture dictionaries
ACTIVITY CONTENT
Fix Me Right
1. Put up the chart. Read the
text. This is a mango tree.
2. Distribute worksheets. It is a big tree.
TEACHER'S NOTE
Materials
Worksheet Appendix
20
Pupils work in groups to It has a trunk and long roots. Prepare cut-outs
complete the worksheet. It has big branches with many parts of a tree as in
3. Teacher reads the text
line by line. Pupils pick
and paste the cut -outs on
the board
4. Teacher reads and pupils
follow.
5. Pupils read aloud in
groups and individually.

Hibiscus and Roses
1. Show pictures or real
flowers (roses and
hibiscus) and ask
questions about them.
2. Read the text and pupils
repeat.
Pupils work in groups to
complete the worksheets.
Pupils need to use
dictionaries to help them
arrange the words
alphabetically.
4. Pupils read the text.
leaves.
The leaves are green.
It has a lot of fruits.
They are mangoes.
They are sweet.

What is this?
This is a red hibiscus. It
is our national flower. It
has five petals.
The petals are big.

What are these?
These are roses.
Roses are beautiful
The leaves are small.
They have thorns.

104
Appendix 21

Materials
Pictures Appendix
22
Worksheet Appendix
23

Learning Standard:

2.3.1 Able to read simple texts with guidance :
a) fiction
b) non-fiction

ACTIVITY

Seek and Circle

1. Pupils get into 4 groups
according to their birthdays.
2. They are given word cards of
words from the story "Sleeping
Beauty".
3. Pupils put the word cards into
the labeled boxes/baskets.
4. Teacher calls out pupils at
random and asks them to
check and see if the pupils
have sorted out the cards
correctly.
5. Then, pupils read out the
words.
6. Teacher screens the story of
"Sleeping Beauty". Pupils read
aloud together with the CD /

CONTENT

Groups:
January March
April June
July September
October December

Word cards :
queen, there, sleeping,
beauty, girl, everyone,
fairy, etc.

Boxes labelled with the
graphemes :
ee, ea, ir, e-e, o-e, etc.

TEACHER'S NOTES

Teacher helps with their
birth months, maybe
refer to the Pupils'
Attendance Register.

Teacher must prepare the
word cards based on the
story in the CD.

Teacher can prepare
small boxes or even little
baskets with the labels.
teacher.
7. Teacher distributes the task
sheets.
8. Pupils work in four groups.
Pupils read the text and circle
the words that have the
phonemes learnt.
Source : English Year Teacher prepares
2 (SK) Teaching laptop, LCD & screen.
Courseware CD 4
Lesson 74 (e-Book).

Graphemes : Teacher prepares task
ee, ea, ai, e-e, o-e, etc. sheets for the pupils as
in Appendix 24.

105

Story Comes Alive
Teacher prepares the
1. Pupils are divided into groups
of sports houses, e.g. : red,
blue, yellow and green.
2. Teacher distributes envelopes
with cut out pieces of pictures
from "Sleeping Beauty".
3. Pupils have to assemble the
jigsaw puzzle and talk about
the picture.
4. Screen the story and the pupils
read aloud together with the
CD / teacher.
5. Then, pupils talk about the
main characters in the story.

Let's Go Round & Round

1. Teacher screens the song
"The Wheels On the Bus".
2. Pupils sing along together.
3. Teacher screens the reading
lesson of "Going Places".
4. Pupils read together with the
CD / teacher.
5. Teacher asks pupils to read
the text aloud.
6. Divide pupils into four groups
according to vehicles such as
bicycle, car, motorcycle, lorry,
bus, train, aeroplane etc.
7. Pupils act out the vehicles with
sound effects.
four jigsaw puzzles, cuts
them according to the
lines and puts them into
four envelopes.
Pictures from "Sleeping Appendix 25
Beauty"
Teacher prepares
Source : English Year laptop, LCD & screen.
2 (SK) Teaching
Courseware CD 4 Teacher prompts the
Lesson 74 (e-Book). pupils with simple
questions.
Eg : Name the people
in the story.

Source : English Year Teacher prepares
2 (SJK) Teaching laptop, LCD & screen.
Courseware CD 1
Lesson 4.

Source : English Year
2 (SK) Teaching Teacher stresses on the
Courseware CD 4 words learnt.
Lesson 78 (e-Book).
Teacher corrects the
Word list : pupils' pronunciation.
bicycle, motorcycle,
car, lorry, bus, train,
aeroplane

106

Appendix 1

glue glue

glue

I. Cut along solie line
Fold along domed Ines

blank onset cube

107

Appendix 2

411111111111111 +

108

Appendix 3

Jumping Over Puddles

Create puddles across the classroom floor. Each puddle features a grapheme. Pupils say the
phonemes as they jump on it.

109

Appendix 4

Wall Words

Put up the grapheme cards on the wall. Teacher says a word. Pupils say the phonemes, take out
the grapheme cards one at the time while saying it aloud.

110

Appendix 5

Read the word and trace it to the picture.

Teacher can also choose to make this a matching activity (i.e. dotted lines)

111

Appendix 6

Listen and circle the correct word.

1. chew screw crew

2. few new drew

3. screw flew blew

lfew drew chew

5. grew crew blew

6. crew chew lfew

112

Appendix 7

screw
new
saw

blew straw drew
aw

draw

ew
aw

t

113

Appendix 8

Crazy Poems

Animals Clothing

1144

Appendix 9

1. He delivers letters to our homes.

2. He catches fish in the sea.

Do

fl

.1-47 -
3. They are farmers.

_ --

4. Mr. Maniarn works in a police station.

5. She takes care of the sick people.

115

Appendix 10

My father works a long neck.

They like a kind man.

A giraffe has in a hospital.

The doctor is to catch fish.

*Teachers are free to construct own sentences.

116

Appendix 11

117

Appendix 12a

118

Appendix 12b

1. Ali went for a picnic.

2. He went there with his family.

3. He ate sandwiches and noodles.

4. He also fed the ducks.

119

C k

m v P CI

Appendix 13

U
d II 9
ei tille
w f pm

4111 b
g aEleEl
a
q
t h e
b 0
0
e

0 i
e

t e ba
e elliel
m a
9 t
k m
a e 2
990

m r
w
9 CI
a k
h e

h a

a
d
q
1111
e
oE1111t
e
9a e 111
a fa
e
el d k x

120
0
a
N
a 0
a

0

Appendix 14

GET ME RIGHT

A lion and a mouse lived in the jungle.

Then the lion let it go.

A lion and a mouse lived in the jungle

They became a good friends.

Sentence strip

One day, the lion caught the mouse.

The mouse asked the lion to let it go.

One day, a hunter caught the lion.

The mouse saved the lion.

121

Appendix 15

AzIan's Family Tree

Azian

Azian is my best friend. There are seven people in his family. His father is
Encik Ramli. Puan Siti is his mother. His grandfather's name is Encik Karim. His
grandmother's name is Puan Minah. He has a brother. His name is Halim. His
sister's name is Timah.

122

Appendix 16

Roy wants to go to the hospital. Help him to find the way. Sequence the
sentences to help him.
Use the bridge to cross the river.
Turn right into Jalan Kasih.
Turn right into Jalan Sihat. The
hospital is on '
Lorong Sihat
At the roundabout, turn left into Jalan Selesa.
Walk along Jalan Batu.
Turn right into JaIan Asam.

Appendix 17

1 19

0.

3 4

le borro books
m the

2 11

The doctor works
in a

r

d' tand on a leg.

A barks.

: 18 17

Spell the number Name the colour
12. on the national

16 16

You did not do
your homework.
Go back four
s eps.

10

My father's
brother is my

Move one step
forward.

START
Say 'yellow'

124

A MOUSE TALE Appendix 18

Chart
From the mousehole I peep out, To
see if Kitty is about.
I see Kitty sitting on a seat,
I see Kitty eating a piece of meat. I
eat the cheese,
And then I sneeze.
Kitty hears the sound,
And she turns around.
From the mousehole I can see,
Kitty looking at me.

Pictures

125

Appendix 19

A. Find the word that comes first in the dictionary. Circle it.

1. peep see cheese

2. meat turns seat

3. sneeze peep see

B. Find the word that comes last in the dictionary. Circle it.

1. peep see cheese

2. meat turns seat

3. sneeze peep see

126

Appendix 20

Find these words in your dictionary and write down what page they are in.

1. trunk

2. root

3. branch

4. leave

5 mangoes

127

Appendix 21

128

Appendix 22

What is this?
This is a red hibiscus. It
is our national flower. It
has five petals.
The petals are big.

What are these?

These are roses.
Roses are beautiful.
The leaves are small.
They have thorns.

129

Appendix 23
A. Use your dictionary to help Kitty arrange the words alphabetically. 1.
rose

beautiful

leaf

small

2.

hibiscus

petal

big

flower

B. Give suitable answers to the questions below.

1. What page does the b' section start in your dictionary?

Page

2. Which word comes first, big' or 'beautiful'?

3. Give the meaning of the words below :
small
beautiful

130

Appendix 24

Work in groups.

Read the text. Circle words with the phonemes that you have learnt.

One day, the princess saw
a door. She opened the door. She
saw a woman. The woman was
the old fairy. But the princess did
not know that.

The princess hurt her finger.
She cried out and fell. The old fairy
laughed and went away. The
people found the princess. They
carried her to her room.

A hundred years went by.
Roses covered the palace. One
day, a prince came riding by. The
prince went into the palace. He
saw the princess.

Once, there lived a king and a
queen. The queen did not have a
child. They were very sad. Many
years went by. Then, the queen
had a baby. It was a girl!
Everyone was happy.

131
6beePIN berocrry
,,,,,

135

THE WRI TTNO SKI LL
Pupils learnt penmanship and started basic writing in Year 1. Therefore, by Year 2, it is
hoped that they would have developed good motor skills and other pre writing skills such as
penmanship. Year 2 pupils are now expected to write neatly and legibly words, phrases,
simple sentences as well as punctuate correctly. With guidance from the teacher, pupils
would be able to write and present their ideas through a variety of media.

The Writing Content and Learning Standards for Year 2 are as follows:

Content Standards
3.1 By the end of the 6-year
primary schooling, pupils will be
able to form letters and words
in neat legible print including
cursive writing.

3.2 By the end of the 6 year
primary schooling, pupils will be
able to write using appropriate
language, form and style for a
range of purposes.

3.3. By the end of the 6-year
primary schooling, pupils will
be able to write and present
ideas through a variety of
media using appropriate
language, form and style.

Learning Standards
3.1.1 Able to write in neat legible print:
a) words
b) phrases
c) simple sentences

3.1.2 Able to write numerals in neat legible print:
a) numeral form
b) word form

3.2.1. Able to complete with guidance:

a) simple messages
b) posters

3.2.2 Able to write simple sentences with guidance.

3.2.3 Able to punctuate correctly:

a) capital letters
b) full stop
c) question mark

3.2.4 Able to spell common sight words.

3.3.1 Able to create simple non-linear texts using a variety of
media with guidance :

a) posters
b) signs

Although most of the learning standards have been dealt with in this module, teachers are
encouraged to plan lessons and activities on their own and incorporate them into their
lessons. The activities provided here are merely suggested ones. Teachers are
encouraged to think outside the box', be creative and innovative when devising lessons.

137

Learning Standard:

3.1.1 Able to write in neat legible print:
a) phrases
b) simple sentences


THINGS IN MY PENCIL
CASE

1. Prepare a treasure box
with objects in it.

groups.

3. Pupils from each group
take turns to pick an
object from the box
and show it to the
class.

4. The other group
members write the
name of the object
shown on a piece of
paper in their
respective groups.

5. The group with the
highest score is declared
the winner.

Things in my pencil case Prepare:
- a pencil related pictures / realia
- a sharpener
- a ruler
- an eraser
- a pair of scissors
- a bottle of glue

.---1 '

138

ACTIVITY

KIM'S GAME

1. Put up a covered chart of
colourful things on the
board.

2. Distribute a worksheet
each.

3. Take out the cover of the
chart.

4. Give pupils sufficient
time to look at the chart.

5. Once again cover the
chart.

given worksheet.

CONTENT

Things in the classroom

,,,,Ams.

Sample worksheet

a
a
a

e.g.
a red bag

139

TEACHER'S NOTES

Note:
May use other suitable
realia.

ACTIVITY

WHAT HAVE YOU?

1. Distribute a few objects
to the pupils.

2. Sing the song "What
have you?"

3. Pupil 1 sings the answer
and tags his/her friend to
continue.

4. Pupils complete
worksheet.


Suggested Song Note:
(Tune of : Are You Pupils to substitute
Sleeping?) underlined words

Teacher sings:

I have a pencil,
I have a pencil,
What do you have?
What do you have?

Pupils sing:
I have a ruler,
I have a ruler,
What do you have?
What do you have?

Sample worksheet:
Complete the text.

St"

1. I have a pencil,
I have

2. I have a ruler,
I

...:-'

3. I have
I

140

ACTIVITY

HOW AM I DIFFERENT?

1. Pupils talk about their
parents' occupations.

2. Put up pictures of
occupations.

occupations displayed.

4. Pupils complete
worksheet.

CONTENT

' ilk
Samad ''-' 11N '

policeman
wears a blue uniform
police station
patrol car

1. Samad is a
2. He
3. He works in the
4. He drives a

i'-vv-1 ___.___4
iiii mow,

1 21011MI
("41

' ..

TEACHER'S NOTES

Note:
May use other occupations
Farid

ifreman
....IN'
wears a helmet and boots a
fire engine
fi re station

1. Farid is a
2. He
3. He drives
4. He works at the

141

ACTIVITY

CHOOSE AND
COMPLETE

1. Put up a composite
picture and talk about it.

2. Put up an incomplete
text based on the picture
shown.

3. Show an incomplete
text based on the picture
shown.

4. Pupils complete the text.

CONTENT

Sample picture:

AP'
fit

ri n --

7 I,

Based on the picture,
complete the text below.

Ali and Ah Meng
are good friends .
Today they are at
T h e playground.
It is a hot day.
They are playing
swing.

142

TEACHER'S NOTES

Learning Standard:

a) numeral forms
b) word forms

ACTIVITY

A VISIT TO UNCLE BOB'S

CONTENT

,
, __, 7)A

TEACHER'S NOTES

., Note:
- - , 1
FARM
1 Put up animal picture
cards around the class.

2. Give out worksheets to
pupils.

044
-
,

ei)
,,
;.
,..vi
- w
,{ May use other pictures and
-... numbers
-

3. Pupils walk around to
count the number of
animals in each picture to
complete their
worksheets.

4. Pupils write down the
numbers in numerals and
word forms.

5. The first pupil to
complete and get them
correct is declared the
winner.

"Or

t t
P r P r *I l i a
Sample worksheet:
e g

2 two cats

rabbits
6

goats
4

143

Learning Standard:

a) word form

ACTIVITY CONTENT

BREAK THE CODE
Example:
1. Paste picture cards on
the board.

2. Pupils name the pictures.
,.._
3. Write the first letter for
each picture. f o u

4. Pupils break the code
and the numerals are

TEACHER'S NOTES

Picture cards.

61
: .
-r-,'

r
spelt.

5. Give worksheets to
pupils.

6. Pupils break the code.
Sample worksheet:

144

ACTIVITY

THE CHOO CHOO TRAIN

1. Divide pupils into groups.

2. Give each group 5
wagon-shaped cards
with words written on
them.

3. Pupils construct a
sentence, placing each
word in a wagon to form a
`choochoo train'.

4. The fastest group is
declared the winner.

5. After that, all pupils are
asked to write down the
five sentences that have
been constructed by the
groups.


Sample: Prepare word cards to form
sentences.
Given numeral:
Choo Chao train

six

Sample sentence: c-- ,

Susan has six blue shirts.

145

ACTIVITY

THE STORY WRITER

groups.

2. Give each group a
picture puzzle.

3. The group members
assemble the picture
and paste it on a card.

4. Pupils write simple
sentences to describe
the picture.


Example: Prepare:
Picture puzzle picture puzzles

Puzzle picture:
A farm

1. This is Pak Dollah's
farm.
2. There are eight
chickens on his farm.
3. There are ten cows
under a tree.

146

Learning Standard:

a) numeral form
b) word form

ACTIVITY

FIND ME IF YOU CAN

1. Read the sentences.

2. Pupils solve the
puzzle by decoding
the numbers
that represent the
letters of the
alphabet.

3. The first pupil to
decode the sentence
is declared the
winner.


The python is hiding in Uncle
Bob's farm. Break the code and
find what he did.

20 8 5 M 6 1 20

16 25 20 8 15 14
The answer: The fat
python ate five ducks
1 20 5 6 9 22 5 1 and two goats.

4 21 3 11 19 .!! 1 14 4

20 23 15 7 15 1 20 19

147

Learning Standard:

32.1 Able to complete with guidance:
a) simple messages

ACTIVITY CONTENT

DEAR MAMA
Example:
groups. Sample A

2. Give 3 variations of the

TEACHER'S NOTES

Teacher can have
variations for
- buy things from canteen
- buy stationery from
same message to the
groups.

3. Read the message to
the pupils.

given message.

5. Group leaders read out
the completed message.
Dear mama,
bookshop
Please buy me a
of orange juice, a
of chocolate, a
of sweets, a
of biscuits
and apples. I
need these for my camp
next week.

Thank you.
Jet Li

Sample B

Dear mama,

Please buy me a bottle
of , a bar
of , a packet
of , a tin of
and
apples. I
need these for my
camp next week.

Thank you.
Jet Li

148

Sample C

Dear mama,

Please buy me a bottle
of , a
of chocolate, a packet of
,a
of biscuits and

I need these for my
camp next week.

Thank you.
Jet Li.

149

Learning Standard:

3.2.1 Able to complete with guidance:
a) posters

ACTIVITY CONTENT

FRUITS

1. Put up information of 42
three different fruits.
Papaya
2. Each pupil draws a RM 2.00 each
poster of one fruit Orange
using the information
given.

Watermelon
RM8.00 each
Green

Mango
RM 2.50 each
Yellow

Sampleposter:

Name:
Price:
Colour:

150

TEACHER'S NOTES

Learning Standard:

a) posters

ACTIVITY CONTENT

PET FOR SALE

groups and distribute
word cards. 4

2. Distribute posters of 3 _.

TEACHER'S NOTES
Word cards with:
- name of animals
- price
- colour
- food
- home
animals and a
comparison table.

table using word cards.

4. Pupils complete a
worksheet.
. ,.,,.
Poster (Appendix 1)

151

Sampleworksheet:

Dear Mummy,

May I please have a
for a
pet? It costs only
RM . It
is . I
can feed it

We also need a
for
it. Please?

Jacky

152

Learning Standard:

3.2.2 Able to write simple sentences with guidance:


GLORIOUS FOOD
Fill in the blanks.

1. Pupils talk about the food
1. I like to eat
they like.
because

2. Distribute worksheets
2. You like to eat
for pupils to complete.
because
-..

3. Pupils name the food 3.
likes to eat
they like and state why
because
they like it in sentences.

4. Pupils complete
worksheet.

153

ACTIVITY

WHAT ARE
YOU DOING?

1. Put up
Rita's time
table.

2. Pupils talk
about
Rita's
daily

CONTENT

Example: Rita's time table

Mon Tue Wed
8.00- school PM
12.30
12.30- Bathe & Bathe
2.00 lunch &
2.00- riFtarx;/ English Art
3 30 Lass tuition class
3.30- ath French Nap
5.00 ttion class hour

TEACHER'S
NOTES

Thur Fri
school

Bathe 1 Bat
& lunch [ lunch
Nap [ TV houll
hour
Video Nap hill
game
hour
activities
5.00-
7.00

gg'
Swimming Jogging Jogging Mgimming
based 7.00- 'Dinner
8.30 II
on the time
Dinner Dinner Dinner
kinr.
Dinner
11111
i
8.30- udy Study
table. 10.00 hour
10.00
ry
ur
Study [ Study
hour [' hour
zzz... sleeping time ........ 777 .......
3. Pupils
complete
the
worksheet.
On Monday, Rita has her piano lesson.
On Tuesday, Rita

On Wednesday,

On

On

On

154
o

Learning Standards:


ACTIVITY

WRITE AND DRAW

1. Read out the
sentences.

2. Pupils listen and write
out sentences read.

3. Pupils draw pictures
based on what they
have written.

CONTENT

Sample worksheet:
AMMO

1 I have a round face.
2 I have a big nose.
3 I have two small
eyes.
4 I have a big mouth.

O
l\-

155

TEACHER'S NOTES

Learning Standards:

3.2.3 Able to punctuate correctly:
a) capital letters
b) full stop


ACTIVITY

WHAT'S WRONG?

1. Display a text and read
it out.

2. Display a similar text
with missing or
incorrect punctuation
and spelling errors.

3. Pupils identify missing
or incorrect
punctuation and
spelling errors.

4. Pupils rewrite text with
correct punctuation
and spelling.

CONTENT

Sample text:
Mimi has a pretty cat.
The cat's name is
Momo. Momo has a
long tail. Mimi likes to
play with Momo's tail.

Mimi has a prety cat
The cats neme is
Momo. Momo as a
long til. Mimi liks to
play wit Mom'o's til.

Sample worksheet:

Wrong Correct
spelling spelling
prety pretty

Rewrite the story

156

TEACHER'S NOTES

ACTIVITY

WHAT ARE THESE?

1. Display pictures of
fruits.

2. Place word cards
below each picture.

3. Pupils construct
simple sentences with
correct punctuation
using the word cards.

CONTENT

Sample worksheet:

Label the pictures.
Then, complete the
sentence based on
eachpicture.

This is an apple.
It issweet.
_./---,
WI*:
}P .0101i.

4 ;

Theseare grapes.
They are juicy.

157

TEACHER'S NOTES

Prepare:
word cards
- apple
- sweet
- grapes
- juicy

Learning Standards:


ACTIVITY

CREATE NEW WORDS

1. Put up the word
`refrigerator'.

groups.

3. Pupils create new words
from the given word.

4. Pupils make simple
sentences based on the
new words they have
created.

CONTENT

Example:

Refrigerator

/
g o rat

to
get

Sample sentences:
1 I see a rat.
2 I walk to school.
3 I go to the market.
4 Please gel me the book.

158

TEACHER'S NOTES

Learning Standard:


ACTIVITY

LIKES AND DISLIKES

1. Display pictures of
hobbies.

2. Ask pupils what they like
to do.

3. Pupils state what they
like and dislike doing.

pupils.


,a

Example:
I like cycling
I dislike playing football.

Sample worksheet:
Tick ('1) or (x) and make
sentences.

( q ) ( X )

I like I dislike
cycling. playing
football.

159

Learning Standard:

3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
a) posters


LOST KITTEN

1. Tell a story.

2. Distribute worksheet.

3. Pupils create a lost and
found poster.

4. Repeat story if
necessary.

Sample worksheet:

uost kitten

Name:
Type:
Colour of fur:
Colour of eyes:
Tail:
Owner:
Contact number:

Sample story:

"Roju has a pet kitten, Camel.
It is a Persian cat. It has a
short tail. Its fur is as white as
snow. It has big, green eyes. It
also has long whiskers.
Camel is cute and everyone
likes her. One day Camel went
out to ploy and lost her way.
Please help Raju to find
Camel. You can contact Raju at
03 - 333 5555. Thank you.-

160

ACTIVITY

THE TOTEM

1. Talk about an event in
school.

groups.

3. Pupils create a poster
for an event in their
school.

4. Provide information to
be included.


SAMPLE : SPORTS DAY
Date:
Time
Place:

SPORTS DRY
SK SRI UTRMR
DRTE:
TIME :
PIROE:

161

Learning Standard:

a) signs


DRAW ME

1. Display signs that pupils
can see in the school.

2. Write simple
instructions on the
board.

3. Pupils draw signs for
the instructions with
guidance.

Suggested instructions:

Keep quiet!
Do not litter!
Do notstep on thegrass!

Keep quiet!

162
Learning Standard:

a) posters

ACTIVITY

POSTER or
ADVERTISEMENT

1. Take pupils to the
school canteen.

2. Talk about food sold at
the canteen.

3. Pupils create a poster
to show food sold in the
canteen and label them.

CONTENT

Sample poster:
FFOood's the /
casiteetv

sandwich

, fried noodle

...ot cakes

biscuits

1016414.114. fried rice
,. .-..7 ..... ,eL4
.4,
t_._ it noodle soup

163

TEACHER'S NOTES
Learning Standard:

a) posters
b) signs

ACTIVITY

ROAD SAFETY

1. Talk about road safety.

2. Place picture cards of
road signs around the
classroom.


4. Pupils draw road signs
and colour them.


MATCHING
ROAD SIGNS

Stop No right turn

Bicycle path Traffic

Sit

Railway No entry
crossing

164

Appendix

ABRAHAM'S PET SHOP

RM
RM

Colour- Colour:
food food.
Home: Home-

RM

Colour
food
Home:

165

I ANQUAQE ARTS
Language Arts is a new component designed to create appreciation and enjoyment
amongst pupils as they learn language. This experience should be fun filled and used
as a means to create confidence in pupils to use the language without inhibitions.
As such, learning standards have been designed for pupils to achieve the above
mentioned goals. Following are the learning standards for language arts for Year Two:

CONTENT STANDARDS

4.1 By the end of the 6-
year primary schooling,
pupils will be able to
enjoy and appreciate
rhymes, poems and
songs through
performance.

4.2 By the end of the 6-
year primary schooling,
express personal
response to literary
texts.

4.3. By the end of the 6-
year primary
schooling,
plan, organize and
produce creative works
for enjoyment.

LEARNING STANDARDS

4.1.1 Able to enjoy action songs and jazz chants
through non-verbal response.

4.1.2 Able to sing action songs and recite jazz
chants with correct pronunciation, rhythm
and intonation.

4.2.1 Able to respond to:

a. book covers
b
b. pictures in books
c. characters
with guidance.

4.3.1 Able to produce simple creative works
with guidance based
on:
a) action songs
b) jazz chants
c) stories

4.3.2 Able to take part with guidance in a
performance
based on:
a) action songs
b) ja77 chants
c) stories
As this is a new component, activities for all learning standards have been covered in this
section. However, teachers are encouraged to use their own creative ideas to conduct
lessons in the classroom as well.

167

LEARNING STANDARD:

4.1.1 Able to listen to and enjoy action songs and jazz chants through non-verbal
response

Stuck! Suggested Action Song: Suggested actions:
Pupils do actions
according to the lyrics
while standing in a spot.

1. Pupils stand in a spot
and do the required
actions as
demonstrated by the
teacher.
Here We Go Round The
Mulberry Bush
Here we go round the
mulberry bush
The mulberry bush [2x]
mulberry bush
So early in the morning

This is the way we wash
our face
Wash our face [2x]
our face

This is the way we brush
our teeth
Brush our teeth [2x]
our teeth

This is the way we have
our bath
Have our bath [2x]
our bath

This is the way we comb
our hair
Comb our hair [2x]
our hair

168

mulberry bush
[clap your hands in a
circular motion]

We wash our face
[action of washing face
with both hands]

We brush our teeth
[action of brushing teeth]

We have our bath
[action of having a bath]

We comb our hair
[action of combing hair]

Hooked!
Pupils do actions
according to the words
while standing in a spot.

1. Pupils stand in a spot
and do the required
actions as
demonstrated by the
teacher.

Let's move!

Suggested Jazz Chant:
Orange Shake

Shake an orange, shake
an orange
Shake, shake an orange,
Shake.

Peel an orange, peel an
orange
Peel, peel an orange,
Peel.

Slice an orange, slice an
orange,
Slice, slice an orange,
Slice.

Chop an orange, chop an
orange,
Chop, chop an orange,
Chop.

Eat an orange, eat an
orange,
Eat, eat an orange,
Eat.

Suggested Action Song:

Prepare oranges or any
other suitable fruits to
match the jazz chant

Suggested actions:

Shake an orange
[clenched fist in a shaking
motion]

Peel an orange
[action of peeling the skin
of an orange]

Slice an orange
[action of slicing an
orange]

Chop an orange
[action of chopping an
orange]

Eat an orange
[action of eating an
orange]

Recorded song.
Pupils do actions
according to the lyrics
while moving around in
groups.

1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.
Here We Go Round The Suggested actions:
Mulberry Bush Here we go round the
mulberry bush
[clap your hands in a
circular motion]

We wash our face
[action of washing face
with both hands]

We brush our teeth
[action of brushing teeth]

We have our bath
[action of having a bath]

We comb our hair
[action of combing haul

169

ACTIVITY

Lets Jazz!
Pupils do actions
according to the words
while moving around.

1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.

Let's Line Dance!
Pupils line dance while
listening to the song.

1. Pupils stand in lines.

2. Teacher teaches basic
dance steps.

3. Pupils learn and dance.
T

Orange Shake

Mulberry Bush

170
WS NOTES

Recorded song.

Prepare oranges or any
other suitable fruits to
match the jazz chant

Suggested actions:

Shake an orange
[clenched fist in a shaking
motion]

Peel an orange
[action of peeling the skin
of an orange]

Slice an orange
[action of slicing an
orange]

Chop an orange
[action of chopping an
orange]

Eat an orange
[action of eating an
orange]

Recorded song.

Suggested dance steps:

1. Step right, step right,
clap
2. Step left, step left, clap
3. Step forward, step
forward, clap
4. Step back, step back,
clap

Teachers may use other
suitable songs and steps.
LEARNING STANDARD:

4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation,
rhythm and intonation.

ACTIVITY

Let's Cheer
Pupils sing the action song
with correct pronunciation
and tempo.

1. Teacher sings action
song with correct
pronunciation and
tempo using phrase
cards to show actions.

2. Pupils listen and sing
with correct
pronunciation.

3. Divide class into two
groups. One group
shows a phrase card
and the other group
does action while
singing.

CONTENT

Mulberry Bush

mulberry bush
The mulberry bush [2x]
mulberry bush

our face
Wash our face [2x]
our face

our teeth
Brush our teeth [2x]
our teeth

our bath
Have our bath [2x]
our bath

our hair
Comb our hair [2x]
our hair

171

TEACHER'S NOTES

Lyrics and phrase cards.

Phrasecards

wash our face

brush our teeth

have our bath

comb our hair

Suggestion:

Use other songs for
variation:

e.g:

"If you're happy..."

"Old McDonald..."

"Hokey Pokey..."

TivnY
Let's Chant
Pupils recite jazz chants
with correct pronunciation
and tempo.

1. Teacher recites jazz
chant with correct
pronunciation and
tempo.

2. Pupils listen and recite
with correct
pronunciation.
CONTENT

Orange Shake

Shake an orange, shake
an orange
Shake, shake an orange,
Shake.

Peel an orange, peel an
orange
Peel, peel an orange,
Peel.

Slice an orange, slice an
orange,
Slice, slice an orange,
Slice.

Prepare lyrics and phrase
cards.

Phrase cards

peel an orange

slice an orange

chop an orange

eat an orange

Chop an orange, chop an Use other fruits suitable

Lyric Tag
A pupil tags a friend to
continue his or her
recitation of the lyrics or
orange,
Chop, chop an orange,
Chop.

Eat an orange, eat an
orange,
Eat, eat an orange,
Eat.

Mulberry Bush
for this chant.

An object that the pupils
can use to tag a friend
e.g. bean bag, toy
hammer.
words of an action song or Suggested Jazz Chant:
jazz chant.

groups.

2. Pupil 1 recite line 1 of
the action song or jazz
chant learnt.

2. Then, pupil 1 tags pupil
2 to recite line 2 of the
same action song or
jazz chant learnt.
Orange Shake
Use other suitable songs
or jazz chant.

172

ACTIVITY

Echo Wall
Pupils listen and repeat
the lines of the jazz chant
in an echo form.

groups.

2. Teacher recites the first
line and points
to a group at
random to echo what
has been said.

3. Pupils repeat
the activity in their
groups to complete the
chant.

'Bona'
Pupils sing the song with
correct pronunciation.
CONTENT

Orange Shake

One Malaysia
Tune of: Malaysia Baru

We are friends, we live in

Use other suitable jazz
chants if necessary.

Lyrics of the song.

Use any other suitable
songs or performance
1. Teacher sings the song harmony styles.
line by line and the Everyone from villages
pupils follow. and cities
We are one big happy
2. Teacher incorporates family
actions while singing. Malaysia, our beautiful
[bada style] country.

Together, we are one
Malaysia
Together, we make better
tomorrow
Together, we are a great
nation
Tell the world we are
proud to be Malaysians.

173
LEARNING STANDARD:

4.2.1 Able to respond to: (b) pictures in books
(c) characters

with guidance.

Total Recall
Pupils talk about a story
with the help of picture
cues.

1. Put up picture cues.

2. Tell the story to the
pupils.

3. Teacher jumbles up the
pictures.

4. Pupils rearrange
pictures according to
the story.

5. Pupils talk about story
with guidance.

Pick Me!
Pupils talk about a chosen
character.
1. Pupil picks out the
figurine of a character
from the fairy tale.

2. Pupil talks about that
character with
guidance.

I Am
Pupils role play characters

1. Pupils pick a prop
related to a character

2. Pupils role play that
character.

Suggested fairy tale:
Cinderella

Cinderella

Cinderella

174

Picture cues.
Appendix 1

Pictures taken from
http://www.coloriez.com

Teacher may use other
suitable fairy tales

Teacher may use
recording of story

Figurines of characters:
Appendix 21

1. Cinderella
2. Fairy Godmother
3. Prince
4. Stepmother
5. Stepsisters
6. Mice

Props :

1. a wand

2. a mask

3. a crown

4. a shoe

5. a cane

ACTIVITY CONTENT

Bubble Up Suggested fairy tale:
Cinderella
Pupils draw a bubble chart
based on a character from Example of personality
a fairy tale. traits:
Cinderella
1. Pupils pick a character - pretty
from a fairy tale. - hardworking
- obedient
2. Pupils discuss the - kind
character's personality
traits with their group Stepmother
members. - mean
- cruel
3. Pupils then fill the - lazy
TEACHER'S NOTES

Bubble chart for the
characters from the fairy
tale.

Appendix 4
bubble around the
character
with the character's
personality traits.

May I Know?
Pupils interview a
character from a fairy tale.

1. Pupils are paired.

2. Pupil 1 is the reporter
and pupil 2 is the
chosen character.

3. The 'reporter' will
interview the 'character'
with guidance
- bad

Cinderella

175

Sample of interview
questions

Appendix 3a
Appendix 3b

Pupils may reverse roles.

Make use of any
tale
LEARNING STANDARD:

4.11 Able to produce simple creative works with guidance based on:
a. action songs
b. jazz chants
c. fairy tales

Paper Dolls Suggested fairy tale: Figurines and stationery.
Pupils create costumes for Cinderella
the characters from the Puteri Gunung Ledang
Appendix 2
fairy tale. Puteri Santubong

1. Pupils are given the
figurines of the
tale.
2. Pupils create costumes
and props for the
characters.

3. Pupils dress up the
ifgurines.

My Creation Any fairy tale. Manila cards, coloured
pencils and scissors.
Pupils create their own
book cover for a fairy tale.

1.Pupils choose a fairy
tale and create the
book cover for it.

My Little Friends Characters from the fairy Suggested materials to be
tale "Cinderella": used for making puppets.
Pupils make puppets of
the characters found in the Stepmother Examples:
fairy tale, jazz chant or Stepsister
action song. Prince
ice cream sticks
Cinderella cotton wool
1. Divide the pupils into Mice
glue
groups. stockings
gloves
2. Pupils are given paper bags
materials to make the buttons
puppets. egg shells

176

Let's Party
Pupils create an invitation
card to a party.

1. Pupils are shown a
sample of an invitation
card to a party.

2. Pupils
create their own
invitation card.

My Fairy Tale Car
Pupils create their own
version of a carriage made
out of a pumpkin.

1. Pupils are given a
pumpkin template.

2. They design their own
carriage using the
template.

3. They exhibit their
carriage in the
classroom.

My Desk Mat

Pupils are required to
create their own desk mat
based on the characters or
props from a fairy tale or
jazz chant or action song.

1. Pupils choose a
character or prop
from a fairy tale or jazz
chant or action song.

2. They create a desk mat
based on the character
object chosen.

Sample of the carriage
from Cinderella.

Sample characters/
objects from a fairy tale:

Cinderella
carriage
pumpkin
glass slippers
prince

177

Sample invitation card.

Appendix 5

May use ICT to prepare
cards.

Pumpkin template.

Appendix 6

Remind pupils to bring
their own props

Display other samples of
carriages.

Materials for the desk mat:
- drawing paper or
manila card
- coloured pencils
- crayons
- glue
- scissors
- stickers
- coloured paper

Use other techniques to
create desk mat.
LEARNING STANDARD:

4.3.2 Able to take part with guidance in a performance based on:
a. action songs
b. jazz chants
c. fairy tales

Reader's Theatre

Pupils perform a fairy tale
with expression.

dialogue of a fairy tale.

groups and assigned a
role each.

3. Pupils perform the fairy
tale orally according to
the role assigned
to them.

Puppet show

Pupils stage a
performance using the
puppets that they have
created.

dialogue for the puppet
show.

2. Read through script
with pupils.

3. Pupils are trained for
their presentation.

4. Pupils perform the
puppet show.

Sample dialogue for
Reader's Theatre

Sample dialogue for the
puppet show

178

Dialogue for Reader's
Theatre

Appendix 7

Teacher may use other
suitable dialogue

Dialogue for the puppet
show. ( Appendix 7)
1. Pupils are divided
into two groups:
a. Puppeteer
b. Dialogue
reader
2. Arrange pupils in
choir formation
facing the
audience.
3. Each pupil holds a
copy of the
dialogue.
4. Pupils read their
parts according to
their assigned
characters.
5. The puppeteer
manipulates the
puppets according
to the dialogue.

ACTIVITY

Ode to Cinderella
Pupils perform the jazz
chant given.

groups.

2. Display the jazz chant.

3. Pupils read aloud.

4. Pupils are trained for
the performance.

5. Pupils perform the jazz
chant.

Let's Put Up A Show
Pupils perform action
songs in groups.

groups.

2. Pupils practice for the
performance.

3. Pupils perform the song
with their own actions.

Pantomime
Pupils perform a
pantomime of an action
song or jazz chant.

two groups.

2. Group 1 reads the
action song or jazz
chant aloud.

3. Group 2 mimes the
corresponding actions.

C

Sample Jazz Chant

Sample Action Song:
"Here We Go Round The
Mulberry Bush"

Sample action song:
"Here We Go Round The
Mulberry Bush"

Sample jazz chant:
Orange Shake

179
, TEACHER'S NOTES.
Lyrics for the jazz chant.

Appendix 8

Use other suitable fairy
tales if need be.

Lyrics of the action song
or other suitable action
songs

Action song or jazz chant

Use other suitable action
songs or jazz chants

Appendix *1

180

181

182

183

184

185

981

N
0
0

1
-
1

188

t- .

.

ett

c)
c
s
,

CP\

192

194

195

0
-
,

Appendix 2

197

00
C
r
1

cn
c
.
)

,
.

200

m
0

C
A

202

Appendix 4a

Sample: An Interview with Cinderella

Interviewer: Cinderella:

Ask Cinderella these questions. Write her answers.

1 What is your name?

2. Where do you live?

3. Who do you live with?

4. What do you do at home?

5. Where are your stepmother and stepsisters?

203

Appendix 4b

Sample: An Interview with Cinderella

Ask Cinderella these questions. Write her answers.

1. Who are your friends?

2. Do you like your stepsisters?

3. Do you like to go to parties?

4. Where did you meet the Prince?

5. What does your fairy godmother carry?

204
Appendix 5

Sample:

An Invitation to the Party
r )
C
Created by:

invitation fer

205

Appendix 6

206

Appendix 7

Dialogue

Mice : Cindy. Cindy, Cindy, Cindy. Cinderella dear
Wakey, wakey, hurry, hurry
They are near.
Cindy. Cindy, Cindy, Cindy. Cinderella dear
Hurry! Hurry! Or you'll hear.
Where's my tea? Where's, my dress?
Have you polished my boots?
Have you made my bed?
What do you mean, not yet?

Cindy. Cindy, Cindy, Cindy, Cinderella dear
They are here.

Cinderella: Alright, alright, I am awake.

Stepmother : Where's my tea?
Where's my dress?

Cinderella: I ...... I
Stepmother: What have you been doing?
Cinderella : I was hanging out the clothes.
Stepmother : Good for nothing girl. Why are you so lazy?
Cinderella : I'm sorry. I'm sorry. I'll bring your tea right now.

207

Appendix 9

THE WARNING
Cindy, Cindy, Cindy, Cindy, Cinderella dear
They are near.

Hurry! Hurry! Or you'll hear.

Where's my tea? Where's my dress?
Have you made my bed?
What do you mean, not yet?

They are here.

208

SECTIO
N T

U

SAMPLE LESSON;

Sample Lesson 1
Focus: Listening and Speaking

Theme: World of Self, Family and Friends

Topic: F.R.I.E.N.D.S Pin-Up

1..1 By the end of the 6-year primary schooling, pupils will be
able to pronounce words and speak confidenthr with'the
correct stress, rhythm and intonation.
1.2 By the end of the 6-year primary schooling, pupils will be
able to listen and respond appropriately in formal and
informal situations for a variety of purposes.

Learning
I.1.1 Able to listen and respond to stimulus given with
Standard guidance:
(f) voice sounds
1.2.2 >Able to listen to and follow:
(a) simple instructions in the classroo

Objective By the end of the lesson, pupils will be able to follow simple
instructions given.

Time 30/60 minutes

Teaching Aids Realia [camera], pictures, drawing paper, glue sticky tape

Activity Teaching and Learning Notes
Strategy
1. Show pupils a camera. Use camera or mobile Prepare:
phone. - camera or mobile
phone/ toy camera or
model of a camera
2. Snap a photo and ask
pupils to mimic the
sound made by the
camera.
3. Do the actions of
clicking and pupils
follow.
4. Pupils take turns to do
the actions of clicking
the camera and others
say 'click, click, click'.
Listening
Mimic

Kinaesthetic Activity

Responding to peers
Elicit the sound 'click'
5. Introduce the song line
by line. Pupils repeat.
6. Pupils sing the song
and do actions.
7. Repeat the activity by
the pupils clicking at
Drilling through fun and Song lyrics
play [Appendix 1]
Musical Intelligence
Repetition and Action: clicking a camera
reinforcement
Repetition and
reinforcement

211
each other while
singing.
groups. Pupils do
the action of taking
photos of group
members.
9. Give each pupil the
`Friendship Pin-up'.
Pupils interview their
friends and complete
the worksheet.
Pupils can sketch a
simple portrait of their
friends based on given
instructions.

10. Collect the 'Friendship
Pin-up'.
Assessment:
1. Pupils are able to
interact with each
other.
complete the task.
Remedial:
1. Pupils join dotted lines
to complete the sketch
of their friends.
Enrichment:
1. Pupils talk about their
friends based on the
information gathered.
Kinaesthetic Activity

Visual Spatial

Observation

Identifying

Question and Answer
Interpersonal

212

Friendship Pin-Up
[Appendix 2]
(Reserve the new friend
column for Language Arts
Activity)

Suggested instructions:
1. Draw a big circle in the
box.
2. Draw two small circles
as eyes.
3. Draw a triangle as a
nose.
4. Draw a line as a
mouth.
5. Add the hair.
Display the 'Friendship
Pin-ups'.

Friendship Pin-Up
[Appendix 2b]

He/She is
He/She is eight years old.
He/She likes
. He/She
likes to eat
* Pupils can talk about any
Focus: Reading


Topic: F.R.LE.N.D.S Pin-Up

Content 2.2 Pupils will be able to demonstrate understanding of a
Standard
variety of linear and non-linear texts in the form of print and
non-print materials using a range of strategies to construct
meaning.

Learning 2.2.1 Able to read and apply word recognition and word attack
Standard
skills by:
(b) reading and grouping words according to word
families.

2.2.2. Able to read and understand phrases in linear and non-
linear texts.

By the end of the lesson, pupils will be able to:
a. read and understand simple phrases
b. gather information
30/60 minutes

Teaching Aids My Friend chart, pupils' Friendship Pin-Up, worksheet, charts

Strategy
1. Teacher invites pupils to Listening and Speaking Refer to the
talk about their friends. 'Friendship Pin-Up'
2. Read phrases on the Guided reading Appendix 3a & 3b
chart and pupils follow.
3. Put up word list: colour. Recall Word list: colours
Pupils read and say Previous knowledge [Appendix 4]
with guidance.
4. Put up word list: food. Recall Word list: food
Pupils read and say Previous knowledge [Appendix 5]
with guidance.
5. Pupils get into their Identifying details Pupils' Friendship Pin-
respective group from Up
the first lesson. Distribute
pupils' Friendship Pin-Up and
writing paper. Pupils ask their
three friends about their
favourite colours and food
based on the word lists.

6. Pupils jot down the Verbal linguistic Worksheet
gathered information on [Appendix 6]
the worksheet.

213

7. Pupils read out
8. Collect 'Friendship Pin-
Ups' and worksheets.

Assessment:
gather required
information.
complete the task.
Remedial:
1. Teacher guides pupils to
read the phrases on
Appendix 3.

Enrichment:
1. Pupils gather more
information about their
friends chosen for their
`Friendship Pin-Up'.
Repetition and
reinforcement

Observation

Identify and read

Question and Ans er
Interpersonal

214
Select pupils
randomly.
Staple worksheet to
Friendship Pin-Up of
each pupil.

Appendix 3

Suggested further
information:
hobbies
Focus: Writing


Topic: F.R.I.E.N.D.S Pin-Up

Introduction: This lesson focuses on writing. Pupils should be able to copy with
correct spelling and punctuation.

Content 3.2 By the end of the 6-year primary schooling, pupils will be
Standard able to write using appropriate language, form and style for
a range of purposes

Learning
Standard (b) posters

Objective By the end of this lesson, pupils will be able to:
a. write simple phrases
b. use correct spelling and punctuation

Time 30/60 minutes

Teaching Aids My Friend chart, pupils' Friendship Pin-Up, charts, worksheet

Activity Teaching and Notes
Learning Strategy
1. Put up 'My Friend' Recall My Friend Chart
chart. Ask questions Question and answer [Appendix 3]
about 'My Friend'. Suggested questions:
1. What is your friend's
name?
2. How old is she?
3. What is her favourite
colour?
4. What is her favourite
food?
2. Distribute 'Friendship Observation Friendship Pin-Up
Pin-Up' and written [Appendix 2]
notes. Pupils transfer
information from written
notes to their
`Friendship Pin-Up' for
their three friends.
3. Put up a chart. Guided reading Chart
Read and pupils follow. [Appendix 7]
4. Distribute worksheet. Recall Worksheet
Pupils complete. Previous knowledge [Appendix 8]
5. Collect 'Friendship Pin-
Up'.

215
Assessment:
1. Pupils transfer
information correctly.
2. Pupils write with correct
spelling and punctuation.
Remedial:
1. Pupils copy phrases
from the word list.
Enrichment:
1. Pupils decorate their
`Friendship Pin-Up'.
Copying

Write neatly

Visual Spatial Teacher may provide
coloured papers for
decoration.

216
Focus: Language Arts

Theme: =World of Self, Family and Friends

Topic: F R.I.E.N.D.S Pin-Up

Introduction: This lesson focuses on language appreciation. The main focus of
this lesson is to get pupils to respond and recite jazz chants with
correct pronunciation, rhythm and intonation.

Content
4.1 By the end of the 6-year primary schooling, pupils will be able
Standard to enjoy and appreciate rhymes, poems and songs through
performance.

Learning 4.1.2 Able to listen to and sing action songs and recite jazz
Standard chants with correct pronunciation, rhythm and intonation.

Objective By the end of this lesson, pupils will be able to recite a jazz chant
with the correct pronunciation and rhythm.

Time 30/60 minutes

Teaching Aids Alien toy, Pupils' Friendship Pin-Up

Activity

1. Chants ja77 chant with
the alien toy.

2. Divide pupils into two
groups: friendsters and
aliens.
3. Put up jazz chant.
Recite the jazz chant.
Pupils follow in their
respective groups.
4. Pair a friendster with an
alien. Randomly select
a few pairs to chant.

5. Pupils chant in pairs.

6. Distribute 'Friendship
Pin-Up'. Pupils

Teaching and Learning Notes
Strategy
Modelling Modulate voice to
show two different
characters

Reading aloud My New Friend
[Appendix 9]

Determine the pairs to
make sure they are
new friends to each
other.
[they must not be
already in each
other's 'Friendship
Pin-Up'.
Say aloud

Verbal Linguistic Friendship Pin-Up
[Appendix 2]

217
complete it with
information of their new
friend.
7. Display the 'Friendship
Pin-Up'.

218
Appendix 1

Here is my camera
Here is my camera
Click, click, click
Click, click, click
219
Appendix 2a

Friendship Pin - Up
O
Name-
Age:

Friend 3

Name:

Age:
ME Name:
Age:

New friend

Name-

Age:

220

Appendix 2b
Friendship Pin - Up

Name:

Age:

Name:

Age:

221

ME

New friend
Appendix 3a
MY Friend

eight years old
fried chicken

Siti Rubina

yellow ribbons big, brown eyes

curly hair

222

Appendix 3b

eight years old
fish and chips

David Chong

blue tie small eyes

short hair

223
Appendix 4
Word List : Colours
red clip
yellow ribbons
black hair
pink lips
brown eyes
224
Appendix 5
Word List : Food
chocolate cake
fried chicken
fish and chips
green apple
fried noodles

225
Appendix 6
Name : Class :

Friend 1 Friend 2 Friend 3
Friend 4

Name

Age

Favourite
food

Favourite
colour

226
Appendix 7

Li. She likes to eat fried chicken.

227
Appendix 8

Complete the sentences correctly.

Friend 1

1. My friend's name is

2. is years old.

3. likes

likes to eat

Friend 2

1 My friend's name is

2 is years old.

3. likes

likes to eat

Friend 3

1. My friend's name is

2. is years old.

3. likes

likes to eat

228

Appendix 9
MY new friend
Friendster:

Alien:
Hello, hello,
Let's be friends.
Hello, hello,
What's your name?

Hello, hello,
My name is
Hello, hello,
Let's be friends.

229

Sample Lesson 2
Listening & Speaking

World of Stories

The Ant and The Dove

able to pronounce words and speak confidently with the

Learning Standards 1.1.2 Able to listen to and enjoy simple stories.

Objectives By the end of the lesson, pupils should be able to
i. say words which contain the phoneme
/au I.
name characters in the story.
respond to simple questions based on

Time : 60 minutes

Teaching Aids Pictures ( Picture Cards / PowerPoint)...,..

Teaching & Learning
Activity Strategy Notes
1. Show pupils an ant in a Contextual Learning by
container and a picture drawing pupils' previous
of a dove. knowledge.

2. Ask questions. Question & Answer session

3. Tell the story : Story-telling
`The Ant and The
Dove'

231
A container with an ant
and a picture of a dove.

Sample questions :

1. What is this?
2. Is it big or small?
3. Where can you find it?
4. What is the colour?
5. Can it bite?
6. How do you feel if it
bites you?

Picture cards/PowerPoint
Presentation : The Ant and
The Dove
(Appendix 1)

4. Ask questions based Brainstorming
on the story and pupils
respond.
Sample questions :

1. What are the animals
in the story?
2 What happened to the
ant?
3. Who helped the ant?
4. Who wanted to get
the dove?
5. How did the ant help the
dove?

5. Point to the words with
the phoneme /au /.
6. Articulate the sound
/au/ and pupils repeat.
7. Repeat words.

8. Divide the pupils into 5
6 groups and give
each group a set of
pictures.

9. Pupils pick out pictures
that show the words
with the phoneme /au/.

Assessment :
Able to read the focus
words correctly.

Remedial :
Work with pupils who have
difficulty saying the focus
words.

Enrichment :
Get pupils to name and
draw the characters in the
story.

Repetition through drillling boat, bow, arrow, no , Joe

Show pupils the mouth
movement.

Reinforcement through fun Picture cards
and play (Appendix 2)

Observation

Reinforcement through drilling

Appendix 3

232
Focus Reading

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard :
able to apply knowledge of sounds of letters to recognize
words in linear and non-linear texts.
2.3 By the end of the 6-year primary schooling, pupils
will be able to read independently for information
and enjoyment.

earning Standards 2.1.1 Able to recognise and articulate initial, medial
and the final sounds ( phonemes ) in single
syllable words within given context:
a) oa
2.1.2 Able to blend phonemes into recognisable
words and read them aloud.
2.3.1 Able to read simple texts with guidance:
a) fiction

By the end of the lesson, pupils should be able to :
i) pronounce and blend words with the phoneme /au/
correctly.
ii) identify words with /au/ sounds.
iii) read a short story with guidance.

Time : 60 minutes

Teaching Aids : Pictures ( picture cards/ PowerPoint; ward cards )

Teaching & Learning
1. Show the cover of the Recalling
story.

2. Ask questions. Question & Answer session

233
Cover of "The Ant and the
Dove' using picture cards /
power point

Sample questions :

1. What is the name of the
story?
2. What happened to the
ant?
3. Who helped the ant?
4. What happened to the
dove ?
5.How did the ant help the
dove?
3. Display the story and read Reading aloud with correct Picture cards/PowerPoint
the story aloud. Pupils articulation and pronunciation. Presentation :
repeat after teacher. 'The Ant and The Dove'

4. Highlight words with the Reinforcement boat, bow, arrow, no, Joe
phoneme /au/. Read the
words and pupils repeat.

5. Put up letter cards of the
words with the /au/ b oa t
sound.
Practice
6. Articulate the sounds to b ow
blend the words. Pupils
follow.
a rr ow
----

n o

J oe

7. Pick a few pupils and Prepare letter cards with
hang the letter cards strings attached.
around their necks.
All /04
8. Say out the words and
Practice and reinforcement.
pupils with the respective
b oa ll
cards come forward and
stand side by side.

9. Distribute a worksheet Appendix 4
with some sentences
from the story.

10. Pupils colour the box
Practice
which has words with
the /au/ sound.
Assessment :
Pupils complete
a Observation
worksheet by identifying
words with the phoneme
/au/.

Remedial :
Guide pupils to read the Reinforcement through drilling
story with correct
articulation and

234
pronunciation while
focussing on the phoneme
/au/.

Enrichment :

Pupils use picture cards
Practice Appendix 2
given and take turns to tell
the story in a group.

235
Focus : Writing

Theme World of Stories

Topic : The Ant and The Dove

Content Standard : 3.1 By the end of the 6-year primary schooling, pupils
will be able to form letters and words in rieat
legible print including cursive writing.

Learning Standards : 3.1.1 Able to write neat legible print :
b) simple sentences

Objectives : By the end of the lesson, pupils should be able to match
phrases to write simple sentences.

Time : 60 minutes

Teaching Aids Pictures ( Picture Cards / PowerPoint)/worksheet

Teaching & Learning
1. Put up a song chart. Recalling story through fun Appendix 5
and play
2. Show the story to pupils
and call out pupils
randomly to read.

3. Ask questions on the
sentences with words
that have the phoneme
/au /.
Integrate reading skill

Reinforcement of the
phoneme /au /.

236
Can read individually / as
whole class
(*use power point/picture
cards)

Sample questions:
T : What did the leaf
look like?
P : The leak looked like
a boat.

T : What was the
hunter's name?
P : The hunter's name
was Joe.

T : What did Joe have
in his hand?
P : Joe had a bow and
an arrow in his
hand.

T : What did the ant shout?
P : The ant shouted,
No! No ! No!

pupils.

5. Pupils match phrases to
form sentences and
write them down.

Assessment :

Pupils write simple
sentences correctly.

Remedial :
Pupils match sentences
with the pictures.

Enrichment :
Pupils construct sentences
Practice Appendix 6

Observation & Correction

Application Appendix 7
based on the words given. Application Appendix 8

237

Focus

Theme

Topic

Learning Standards:

Time

Teaching Aids

Activity

1. Display the song.
Language Arts

World of Stories

The Ant and The Dove

4.1 By the end of the 6-year primary schooling, pupils will be ,able
to enjoy and appreciate rhymes, poems and songs through
performance
4.3 By the end of the 6-year primary schooling, pupils will be able
to plan, organise and produce creative works for enjoyment.

4.1.2 Able to recite jazz chants and sing action songs with
correct pronunciation, rhythm and intonation.

4.3.1 Able to produce simple creative vvorks with guidance based
on
c) stories

4.3.2 Able to take part with guidance in a performance based on
a) action songs

By the end of the lesson, pupils should be able to :
i) produce masks for the characters in the story.
ii) perform an action song.

60 minutes

pictures (picture cards/ PowerPoint) , manila cards, scissors,
colour pencils

Teaching & Learning Notes
Strategy

2. Pupils sing along with the
teacher with appropriate
actions.

3. Divide class into three
groups.

4. Each pupil in the group is
given a mask template.

Group 1 : ant
Group 2 : dove

Reinforcement through fun Appendix 5
and play.

Prepare mask templates
for the characters.

(Appendix 9 )

238
Group 3 : hunter

5. Pupils draw out the mask
individually on a manila
card, colour and cut it out

6. Display song again.

7. Pupils stand in groups and
put on masks while singing
the song with actions.

Assessment :

1. Observe pupils' hands on
activity.

2. Observe students' ability to
sing with correct
pronunciation.
Creative works.

Performance Guide pupils with the
actions.

Observation

239
Appendix 1

240

Once upon a time, there was a little ant
One day, he went to the river.
241

Suddenly, he fell into the
river. He could not get
out.

242

The dove put a leaf in the river.
The ant got on the leaf. The leaf was
like a little boat.

244

The ant was happy.
"One day I will help you", said the ant.
The dove said "You are too little to
help."

245

One day, Joe the hunter went into
the jungle. He saw the dove.
He had a bow and an arrow.
Ì will get the dove", said Joe.
246

The ant saw Joe.
It cried, " No ! No! No! ".
"I must help the dove".
247

The ant bit Joe.
"Ow! Ow! OM", cried Joe.
Joe jumped up and down.
The dove flew away. It was happy.
248

ssk

"You helped me. Thank you", said the
dove to the ant.

249

The ant and the dove became friends,
250
Appendix 2

251

N
t
r
)

N

253

s19t'*a*,
e**4:.4
4
;
4

255

257
Appendix 3
Complete the words. Draw and colour the pictures.

d h

258
Appendix 4

Read the sentences. Colour words with 'oa'. 'ow' and o
sounds.

1.
The leaf was like a boat.

2.
One day Joe the hunter went into the jungle.

3
He had a bow and an arrow.

4.
The ant saw Joe.

5
It cried "No! No! No!."

It bit Joe.

259
Appendix 5

Song Chart ( Tune : Farmer in the dell)

The ant and the dove ( 2x)
Hai ho the derri ho

The ant fell down (2x)
Hai ho the derri ho
The ant fell down

The dove helped the ant(2
Hai ho the derri ho
The dove helped the ant(2
)
The hunter saw the dove (2x)
Hai ho the derri ho
The hunter saw the dove

The ant helped the dove (2x)
Hai ho the derri ho
The ant helped the dove

Hai ho the derri ho

260

Appendix 6
Match the phrases to form correct sentences.

A

The leaf was

Joe saw

The ant cried,

Joe jumped

1

2.

3.

4.

B

up and down.

like a boat.

the dove.

"No ! Nol No!".

261
Appendix 7
Match the sentences with the pictures.

The ant fell into the river
The dove helped the ant.
Joe saw the dove.
The ant bit Joe.

262
Appendix 8
Make sentences using the words given.

1. 2.

ant - into - river
dove - ant

3.
4.

dove - leaf - river -
Joe - bow - arrow

ant - dove - friends

263

Appendix 9

264

265

266

Sample Lesson 3
Focus Listening and Speaking

Theme World of Knowledge

Topic My Beautiful Body

able to pronounce words and speak confidently with the
able to listen and respond appropriately in formal and
informal situations for a variety of purposes.

Learning Standard 1.1.3 Able to listen to, say aloud and recite iy es or sing
songs.
1.2.2 Able to listen to and follow :
(a) simple instructions in the classroom

ytthe end of the lesson, pupils will be able to:
i) listen to and sing the song 'Ten little fingers' in correct
rhythm
iii)i) listen to and follow simple instructions correctly
Time 60 minutes

Teaching Aids word cards , cassette and playe

Teaching and Learning
Activity Strategy
Notes
1. Blindfold a pupil. Ask Kinaesthetic activity Teacher can show the
the other pupils to other pupils the sounds
create sounds using that they can create by
their body parts. doing the actions.
eg. whistling , snapping
the fingers
2. The blind folded pupil Listen and make Sounds of clapping of
will guess the sounds interpretations hands , stamping of feet
made. and others.

3. Introduce body parts to Listening
the pupils orally. Pupils Repetition
listen and repeat.

4. Point to the parts of the Vocabulary
body and pupils name
them.

267

Teacher points to the body
parts when introducing the
various parts.
Parts of the body:
eyes, nose, mouth, ears,
hands and legs

Parts of the body:
eyes , nose , mouth , ears,
hands and legs

5. Pair up the pupils.
Pupils practise asking
and answering
questions related to
body parts.
6. Show word cards and
pupils read them.

7. Play a recorded song
on tape. Pupils listen
and sing along with
action.

8. Play the game 'Simon
says ...... ' in the class.

Assessment :
a) Pupils name the body
parts shown by teacher.
b) Pupils ask and answer
questions related to
body parts.
c) Pupils do the action
during the game 'Simon
says'

Remedial :
a) Peer teaching - Pupils
take turns to name the
body parts shown by
their partner.

Enrichment :
a) Pupils draw and label
the parts of a body.
Listening and speaking

Reading aloud

Listening and singing

Following instructions

Observation

Observation

Observation

Recalling

Labelling

2687
Sentence Patterns
Q : What is this?
A : This is a nose.

Word cards
eyes, nose, mouth, ears,
hands and legs

Song : Ten Little Fingers
(Appendix 1)

Instructions :
a) Point to the nose.
b) Clap your hands.
c) Close your eyes.
d) Open your mouth.
e) Lift your leg.

Activity 4

Activity 5

Activity 8

Focus

Theme:

Topic:

Content
Standard

Time

Teaching Aids

Activity
1. Pupils sing the song
`Ten Little Fingers'.

2. Show picture cards
Reading

World of Knowledge

My Beautiful Body

able to apply knowledge of sounds of letters to recognize
words in linear and non-linear texts.
able to demonstrate understanding of a variety of linear
and non- linear texts in`the form of print and non-print
materials using a range of strategies to construct
meaning.

2.1.2 Able to blend phonemes into recognizable words and
read them aloud.
2.2.2 Able to read and understand phrases in linear and non-
linear texts.
2.2.3 Able to read and underStand simple sentences.

By the end of the lesson, pupils will be able to:
i) blend phonemes into correct words and read them aloud.
1) read and identify at least three phrases in a jazz chant. ii)
read and understand sentences in the jazz chant

60 minutes

picture cards , word cards , grapheme cards , chart

Strategy Notes
Recalling and Teacher can play the song
reinforcement on tape if the pupils can't
recall the rhythm.
(Appendix 1)

Recalling Teacher needs to prepare
and pupils name them. Vocabulary

3. Point out the phoneme Phonics
for the grapheme òu' Pronunciation
from the words. Pupils
say aloud the phoneme
loot.

4. Pupils read the words Reading
again as shown by Practice

269
picture cards of :
round, mouth, loud, scout,
blouse

Word List :
round, mouth, loud, scout,
blouse

Teacher drills the pupils to
read the words while

teacher while stressing
on the phoneme.

5. Stick jumbled up
grapheme cards
on the board. Call pupils
randomly to form words
using the cards while
teacher says the
phoneme.

6. Pupils read the words
formed, stressing on
the phoneme learned.

7. Put up a chart with the
jazz chant. Read aloud
and pupils repeat the
chant.

two groups. Pupils read
the jazz chant in
groups.

9. Pick out a phrase from
the chant and say it
aloud. Pupils repeat it.

other phrases in the
chant and read them
aloud.

11. Distribute worksheets
to pupils. Pupils
complete the task.

Assessment:
a) Pupils read sentences
from the sentence
cards.
b) Pupils complete the
task in their worksheet.

Remedial:
a) Reinforce words with
the phoneme /au/.
Enrichment:
a) Pupils solve a
crossword puzzle.

Blending sounds

Practice
Reinforcement

Chanting
Kinaesthetic activity

Practice

Reading phrases

Identifying and reading

Observation

Written assessment

270
stressing on the phoneme
taught.

Grapheme cards:
eg.
r Ott n d

Teacher needs to prepare
grapheme cards for the
words in the word list.

Jazz Chant :
'What I Have'
(Appendix 2)

Phrases ;
round eyes
big mouth
sharp nose

Teacher can help the
pupils to identify the
phrases.

Teacher duplicates the
worksheet and explains
the task to the pupils.
Worksheet (Appendix 3)

sentence cards.
(Appendix 4)

Word List:
round , mouth , loud ,
scout , blouse
Duplicate crossword
puzzle accordingly.
(Appendix 5)
Focus Writing

Theme World of Knowledge

Topic My Beautiful Body

able to form letters and words in neat`legible print
including cursive writing.
able to write using appropriate language, form and Style
for a range of purposes.

Learning Standard 3.1.1 Able to write in neat legible print:
b) simple sentences
32.2 Able to write simple sentences with guidance.

Objective By the end of the lesson, pupils will be able to write at least
ifve simple sentences with correct spelling and punctuation.
Time 60 minutes

Teaching Aids jigsaw puzzle , LCD projector

1. Divide the pupils into six Teacher has to enlarge 6
groups. Distribute different pictures of body
jigsaw puzzle of a body parts and cut them into
part to each group. jigsaw puzzles.

2. Pupils assemble the
jigsaw puzzle and name
them.

3. Distribute worksheet to
the pupils. Read aloud
the phrases. (as found
in Appendix 2)

4. Pupils write the phrases
on worksheet. Pupils
draw the parts of the
face.

5. Pupils write sentences
using the phrases given
by the teacher. Go
around and check the
pupils' work.

Solving jigsaw puzzle Teacher can reward the
first group that assembles
the jigsaw puzzle.

Listening Teacher needs to read the
phrases loudly and clearly.
Options : Teacher can
also record the phrases on a
cassette.
Worksheet (Appendix 6)

Writing Teacher can put up some
Drawing of the drawings on the
board. (Appendix 6)

Writing Teacher should check the
spelling and punctuation in
the sentences. (Appendix
6)

271

6. Project the jazz chant
`What I Have' on the
screen. Pupils read the
jazz chant in groups of
five.
7. Pupils work in their
groups and come out
with three more stanzas
for the jazz chant.
Check the groups' work.

8. Pupils chant the
stanzas written by them.

Assessment:
a) Pupils write sentences
using the words given.

Remedial:
a) Pupils rearrange
jumbled up words to
form sentences.

Enrichment:
a) Pupils complete a
worksheet grouping
the actions to the
correct body parts
Chanting Jazz Chant :
Kinaesthetic activity What I Have
(Appendix 2)

Writing Teacher goes around and
helps the groups that have
difficulties in their task.
eg. two small eyes
two long legs
two strong hands
Chanting Teacher can do this
Kinaesthetic activity activity as a competition.
The most creative group
wins the competition.

Written worksheet. (Appendix 7)

Teacher prepares a
Writing worksheet with jumbled
words.

Duplicate the worksheet
Grouping accordingly.
Writing (Appendix 8)

272
Focus: Language Arts

Theme: World of Knowledge

Topic: My Beautiful Body

Content 4.1 By the end of the 6-year Primary schooling, pupils will
Standard be able to enjoy and appreciate rhymes, poems and
songs through performance.

Learning Standard 4.1.1 Able to enjoy action songs and jazz chants through
non- verbal response.

Objective By the end of the lesson, pupils will be able to listen to and
enjoy action songs and jazz chant through performance.

Time 60 minutes

Teaching Aids charts

Strategy
1. Mime a few actions and Miming Actions :
ask pupils to name the Touching the knees
actions. Jumping up
2. Put up a chart with the Reading Song : If You Are Happy
song 'If You Are Happy'. Singing And You Know It
Pupils read the lines of (Appendix 9)
the song in groups/
individually.
3. Divide pupils into six
groups. Pupils work in
groups and create four
more stanzas for the
song.
4. Pupils perform the song
in groups.

5. Pupils recall and recite
the jazz chant.

6. Pupils sing the song.
Creating stanzas for the Appendix 9
song

Performance

Whole class activity Ja77 Chant: What I Have
(Appendix 2)

Whole class activity Song: Ten Little Fingers
(Appendix 1)

273
Appendix 1
SONG

TEN LITTLE FINGERS
(Tune: Twinkle, Twinkle Little Star)

Ten little fingers.
Ten little toes.
Two little eyes.
And one little nose.
Eyes to see.
And mouth to talk.
Hands to touch.
And legs to walk.
274

Appendix 2
JAZZ CHANT
What do you have?
What do you have?
What do you have my friend?

I have a sharp nose
I have a sharp nose
I have a sharp nose my friend

- a big mouth
- two round eyes
- two small ears
two long legs
- two strong hands

275
Appendix 3

WORKSHEET
Fill in the blanks

What I have
What do you have?
What do you have?

I have
I have
I have my friend.

What I have
What do you have?
What do you have?

I have
I have
I have my friend.

What I have
What do you have?
What do you have?

I have
I have
I have my friend.

276
Appendix 4

READING ASSESSMENT
(Reading Cards)

This is my nose.

This is my ear.

I have two big ears.

I have two long legs.

I have two round eyes.

I have two strong hands.

277
Appendix 5

Name:

Complete the crossword puzzle below.

Look at the pictures and comp
puzzle.
12-

t: 2
13
sir
f

2 4 t

34- . k, n

2

4

lete the crossword

ttd You KilOw1..;44
p s noscs are.
iVe :if id ilagt Lip E0
10,000 difkrent smelts_
I :

278
Appendix 6

Name
Listen and write the phrases.
1.

4.

Draw the face

Write 5 sentences using the phrases above.

1.

4.

279
Appendix 7

ASSESSMENT
a a a s a

Use the words to write sentences.

This - mouth

This - nose

These - legs

These - eyes

280
This - ear

This - hand

281
Appendix 8

ENRICHMENT ACTIVITY
Group the actions to the correct body parts.

jump sing clap talk touch
write run kick hop walk
shoutdraw eat pointdrink

\ /

282

283

Appendix 9

SONG

IF YOU ARE HAPPY AND YOU KNOW

If you are happy and you know it
Clap your hands
Clap your hands
Then you really ought to show it If
you are happy and you know it Clap
your hands

- touch your nose
- stamp your feet
- shake your head
- snap your fingers

284

Sample Lesson 4
Focus

Therrie

Topic

Content Standard

Learning Standard

Time

Teaching Aids
Listening and Speaking

World of Self, Family and Friends

Find the ay

1:2 Pupils will be able to fisten to and respond appropriately in
formal arid informal situations for a variety of purposes.

1.2.2 Able to listen and follow:
(b) simple directions to places in the school.

By the end of the lesson pupils will be able to listen and ollow
simple directions to places in the school.
30 / 60 minutes
chart, picture cards, dice

Activity

1. Put up numbered
picture cards on the
board. Pupils throw a
dice and name the
pictures according to
the number.

Assessment
Observe pupils' ability to
listen and follow simple
directions.

Remedial
Repeat the chant with
pupils. Guide them to follow
directions.

Enrichment
Pupils are divided into two
groups.
Group 1 : ask questions
Group 2 : answer

Teaching 8, Learning
Strategy

Oral Response
Fun learning
Playing a game

Observation

Reinforcement

Team work

285

Notes

Picture cards of places in
the school.
e.g. canteen, office , etc.
i
_

1

Jazz chant

Use theja.77 chantgiven.
Each grouptakesturns to
ask and give directions.
e.g:
Group 1 How do I go to
the canteen?
Group 2 Go straight, turn
right.

Focus Reading

Theme World of Self, Family and Friends

Find the Way

Content Standard 2.2 Pupils will be able to demonstrate understanding of a
variety of linear and non-linear texts in the form of print
and non-print materials using a range of strategies to
construct meaning.

2.1.1 Able to recognise and articulate initial, medial and final
sounds (phonemes) in single syllable words within
given context
(a) fighl
2.1.2 Able to'blend phonemes'into
read them aloud. .

By the end of the lesson, pupils will be able to recognise and read
words with the sound [igh] in the intial, medial and final position.

Time 30 160 minutes

Teaching Aids chart, word cards

Activity Teaching & Learning Notes
Strategy
1. Chant and pupils listen. Listening Chart
( Appendix 2)

2. Chant line by line. Pupils Practice
repeat.
3. Introduce phoneme /a1/
with its action and sound.
Pupils follow.

4. Blend the set A to sigh'
and then to set B cards. Practice

Word cards

high thigh
right night
right bright

286

5 Pupils recite the jazz
chant with the [igh]
words.

Assessment
Pupils articulate the sound
[igh] in single
syllable words.

Remedial

Guide pupils with chant.

Enrichment

1. Use the word spinner.
2. Pupils take turn to spin.
3. Pupils blend the onset and
rime letters to form correct
words.

Recalling

Observation

Reinforcement

Recalling

287
set A set B

th

igh
I t

h t

n

r t

br t

Appendix 2

Appendix 2

Appendix 3
Focus Writing

TheMe World of Self, Family and Friends

Topic Find the Way

Content Standard 3.1 Pupils will be able to form letters and words in neat legible
print including cursive writing.

Learning Standard 3.1.1 Able to write in neat legible print:
a) words
b) phrases

By the end of the lesson, pupils will be able to identify the
places in the school and follow the directions given correctly.

Time 30 / 60 minutes

Teaching Aids picture cards, symbol cards, phrase cards, worksheets

Activity

1.Pupils identify places
in school.
Drill pupils with
direction phrases
using symbols.

2. Pupils match the
words to pictures in
the worksheet given.

3. Pupils label the
pictures with the
given words.

Assessment:

Pupils complete the
worksheet.

Teaching & Learning
Strategy

Recalling

Drilling

Drilling

Drilling

practice

288

Notes

picture cards of places in
school.

symbol cards
ti
_F>
Phrase cards-
turn right, turn left, go straight

Appendix 4
Worksheet 1

Appendix 5
Worksheet 2

Appendix 6
worksheet 3

Appendix 7
worksheet 4
Remedial:
Appendix 8
Pupils complete the
worksheets.

Enrichment:

Pupils study the map to
complete the task
drilling

consolidation

289
worksheet 5

Appendix 9
worksheet 6
Focus Language Arts

Theme World of Self, Family and Friends

Topic Find the Way

Content Standard 4.1 Pupils will be able to enjoy and appreciate rhymes, poems
and songs through performance.

Learning Standard 4.1.2 Able to listen to and sing action songs and recite jazz
chants with correct pronunciation, rhythm and intonation.

Objectives By the end of the lesson, pupils will be able to perform jazz
chant in front of the class.

Time 30 - 60 minutes

Teaching Aids chart

Activity Teaching & Learning Notes
Strategy

1. Recite the jazz chant Reciting Appendix 1
with pupils.

2 Divide the class into Group/ class performance
four groups.
Guide the groups to
prepare for their
performance.

Assessment
Observe pupils' Observation Choose a winner.
performance.

290
Appendix *1

JAZZ CHANT
How do I go to the canteen? Go
straight, turn right
How do I go to the toilet? Go
straight, turn left.
How do I go to the library? Go
straight, turn left.
How do I go to the office? Go
straight, turn right
How do I go to the staff room?

Oh dear! It's next to our classroom.

291
Appendix 2
Jazz Chant

How do you go to the canteen?

Turn to the right, to the right.
What can you see at the canteen? A
big light, a big light.
What light?
A bright light, a bright light.
Where is the light?
High up, high up

At the canteen (2X)

292
Appendix 3

293
Appendix 4
Worksheet 1

Match

classroom

staff room

library

toilet

office

294
Appendix 5
Worksheet 2

Choose and write.

office toilet classroom

canteen library staffroom

4.

5. 6.

295
Appendix 6
Worksheet 3
Rearrange the letters

1. f i o f e c 2. yi r r l ba

3. ms al coas r o a e t c nne

5. o l e t i t 6. t o o f s f a r m

296

Appendix 7
Worksheet 4
Read and label

turn right
turn left go straight

1.

2.

3.

297
Appendix 8
Worksheet 5

Read, look and write.

1. How do I go to the canteen?

and

2. How do I go to the toilet?

and

How do I go the library?

and
1-1. How do I go the office?

and

298
ff

fi
[ >
Appendix 9
Worksheet 6

Look, think and write,

x
(you are here)
classroom

1. Turn right and go straight.
I can see the
2. Go straight and turn left.
I can see the
3. Turn left and go straight.
I can
LI. Go straight and turn right.
I can see the

299

TION

rOv

CHECKLIST

CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR LISTENING AND SPEAKING

1.1.1 Able to listen and respond to stimulus given with guidance :
( Put a -1 if the pupil is able to master the skill based on the activities given )

LEARNING STANDARDS
1.1.1 ( a) 1.1.1 ( b ) 1.1.1 ( c ) 1.1.1 ( d ) 1.1.1 ( e ) 1.1.1 ( f )
environmental instrumental body rhythm and alliteration voice sounds
sounds sounds percussion rhyme
NAMES
OF Act. Act, Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act, Act. Act. Act. Act.
NO PUPILS' 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

I I I I I I I I I I I I I II 1111111
1111111 111.11 Ma
o
w
.......mm
=
mum
..
.=
01111111111111=1111111
111111111
11111111111111111111111111111111111111110
am
ii. mu am
11111111
MN MINI=
IIIIIIIIIIIIIIIIIIIII
II
MI MS
IIIIIIIIIIIIIII MI Mill
a
ll
=
I =MEM= 11111 111111111111111
=0111111=.111
M
EI
E
MIE
MIMIIIIIMMIIII
Mil MI
1111111 111111=
IIIIIMIIINIIII 11111111011111111111
MIMI MI
=MI NM
Note : Teacher can modify the form based on the number of activities to be evaluated.

303
CHECKLIST

1.1.4 Able to talk about a stimulus with guidance

Put a Ni if the pupil has mastered the activity.

No. Name of Pupil Activity Activity
Activity Activity

* Teacher can add in more activities for assessment if necessary.

304
CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR READING

2.1.2 Able to recognize and articulate initial, medial and
Name the final sounds ( phonemes ) in single syllable words Remarks
within given context
ai ee i h oa oo ar or ur ow oi ea

305
CHECKLIST


2.1.2 Able to recognize and articulate initial, medial and
Name the final sounds ( phonemes ) in single syllable words Remarks
within given context :
air ure er ay ou ie ea it ue aw

306
CHECKLIST


2.1.2 Able to recognize and articulate initial, medial and the
No. Name final sounds ( phonemes ) in single syllable words within Remarks
given context
wh ph ew oe au a-e e-e o-e u-e

307
CHECKLIST


No. Name 2.1.2 2.1.3 2.2.1 ( a ) 2.2.1 ( b ) 2.2.4 Remarks

308
CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING

LEARNING STANDARDS

3.1.1 3.1.1 3.1.1 3.1.2 3.1.2 3.2.1 3.2.1 3.2.2
NO NAMES OF PUPILS' (a) (b) (c) (a) (b)
(a)
(b)

309
CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING

3.2.3 3.2.3 3.2.3 3.2.4 3.3.1 3.3.1
NO NAMES OF PUPILS' (a) (b) (c) (a) (a) (b)

310
CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR LANGUAGE ARTS

LEARNING STANDARDS

NO NAMES OF PUPILS' 4.1.1 4.1.2 4.2.1 4.2.1 4.2.1 4.3.1 4.3.1 4.3.1 4.3.2 4.3.2 4.3.2
(a) (b) (c)
(a)
(b) (c)
(a)
(b) (c)

311

GLOSSARY

1. literacy ability to read and write
2. literary works texts with a style of writing used in literature
3. creative works products or works which are created through imaginative and
new ways

4. penmanship the art of writing by hand
5. learning profiles learning styles
6. assessment evaluation or appraisal
7. phoneme smallest unit of speech
8. phonemic awareness ability to hear and manipulate individual
phonemes

9. blending joining individual sounds to letters to form words
10. segmenting breaking down individual letter sounds to sound it
accurately
11. gross motor skills abilities required to control large muscles of the body for
running etc

12.fine motor skills coordination of small muscle movements
13. kinaesthetic intelligence skillful ability to contol one's bodily motions and
handle objects

14. body percussion using the body to produce sounds

15. alliteration repetition of consonants in any syllables
16. sight words - high-frequency words which are commonly used

313

ACKNOWLEDGEMENTS

Advisor : Tn Hj. Ibrahim bin IVIohamad

Chief Editor: Dr Lee Boon Hua
Dr Mohamed Abu Bakar
Pn Diana Fatimah Ahmad Sahani

Authors : Pn Jagdeesh Kaur Gill
Cik Regina Joseph Cyril En.
Rabindra Dev Frasad En.
Rosdy Wahid
Cik Ewe Choy Choo

CcintrOnitors: Pn Christine Gnanasothy Sivilingam
SK Bandar Sunway, Petaling Jaya
Pit Sharon a/p Savarirnuthu
SK Seri Selangor, Subang Jaya
Pit Kwajin Nee
SK Taman Putra Perdana, Puchong
Cik Marlene a/p P. Fernando
SK Permatang Badak, Kuantan
En Faizul Mohamed
SK Padang Garong 1, Kota Bharu
En Mohamad Yusoff b. Ahmad
SK Methodist, Malim Nal,var
Pn Siti Rohani Mohd Noor
SK Serting Hilir Kompleks, Bandar Seri Jempol En
Lai Pak Siang
SJKC Katholik, Melaka
Cik Suen Sau Chun
SJKC Ave Maria Convent, Ipoh
Pn Tanggam a/p Raruppiah
SK Relong, Kuala Lipis

Pit Kamnit Kaur a/p Gurbachan Singh
SK Wan Ibrahim, Kuala Lipis
Pit Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak
Pn Hemalatha a/p N. Govindasainy SK
Ferwira, Teluk Intan
Pn Subashini a/p A. P. Menon
SK La Salle (2) Brickfields, Kuala Lumpur Pn
Usha Rani a/p Reginald
SK Bukit Raya, Hulu Langat, Cheras
Pit Subathira a/p Selvanayakam
SK Dato' Onn Jaafar, Subang Jaya
Pn Latifah bt. Abdul Latiff
SK Bandar Tasik Kesuma, Beranang
Pn Noor Ashikin bt. Hashim
SK Seri Besout, Sungkai
En Barathidasan a/I Muniandy
SK Kebun Sireh, Bukit Mertajam
Pn Jeya shanthi a/p N. V. Arumugam SK
Tanjong Malim, Tanjong Malim

315

Pn Poonkuzhali a/p Palaniandy
SK Seri Amar, Johor Bahru
Cik Mageswary a/p Raja Ratnam
SK Mahmud, Raub
Pn Vasantha Devi a/p N. Raja Rainam
SK Batu Kikir, Batu Kikir
Pn Nor Zihana bt. Jamaludin SK
Putrajaya P8 ( I ), Putrajaya En
Nagarajan a/1 Veloo
SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam Pn
Siti Shakilah Nirmala bt. Abdullah
SK Sri Tangkak, Tangkak
Pn Baleswari a/p A. Balasubramaniam
SK Sultan Ismail, Kemaman

Cik K. N. Rema a/p K. K. Namyanan
SK Ayer Puteh, Kemaman
Cik Vivegt a/p T. K. Rajagopal
SK Ujong Pasir, Melaka
Pit Saratha a/p Sri Kandan
SK Puchong Jaya, Puchong
Pn Gloria Marsh
SK Taman Rasah Jaya, Seremban

Editors: Uk Mtgeavary a/rRaja Ritnain
SK Mahmud, Raub
Pn KwaJin Nee
SK Taman Putra Perdana, Puchong
Cik Marlene a/p P. Fernando
SK Permatang Badak, Kuantan
Pn Wong Mee Ping
SJKC Serdang Baru 1, Seri Kembangan Pn
Kan Siew Fong
SJKC Serdang Baru 1, Seri Kembangan
Pn Usha Rani a/p Reginald
SK Bukit Raya, Hulu Langat, Cheras
Pn Tanggam a/p Karuppiah
SK Relong, Kuala Lipis
Pn Kanmit Kaur a/p Gurbachan Singh
SK Wan Ibrahim, Kuala Lipis
Pn. Poonkhuzhali a/p Palaniandy
SK Pasir Puteh (P), Kelantan
Pn. Sarah MatildaJayaprabha a/p David
SK Taman Mount Austin, Johor Baru
En Gobalakrishnan a/p Mahaletchumanan
SK Dato' Kamaruddin, Behrang Stesen
En Amarjit Singh a/I Dushan Singh
SK Perlok, Sungkai
En Nagarajan a/I Veloo
SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam
Pn Lailee bt. Shahabudin
SK Chuah, Seremban
Pn Niza bt. Wahab
SK Petaling (1), Kuala Lumpur
Pn Kumari Nirrnal a/pJagiri Ram.
SK Sri Subang Jaya, Subang Jaya
Cik Ida Maria bt. Amiruddin
SK Jalan Empat, Bangi
316

Cik Vivegi a/p T. K. Rajagopal
SK Ujong Pasir, Melaka
Pn Jeya shanthi a/p N. V. Artunugarn
SK Tanjong Malim, Tanjong Malim
Pn Fatima Nathan a/p Nagiah
SK St. Mary, Kuala Lumpur
En Muhammad Syuhaidi Ohira b. Abdullah
SK (LKTP) Chemomoi, Bandar Bera
Fat Lai Pak Siong
SJKC Katholik, Melaka
En Yeap Kah Soon
SK Methodist (ACS), Ipoh
Pit Latifah bt. Abdul Latiff
SK Bandar Tasik Kesuma, Beranang
Pn Noor Ashikin bt. Hashim
SK Seri Besout, Sungkai
Pn Jane Cecilia Edward
SK Silibin, Ipoh
Pn Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak
Pn Gloria Marsh
Pn Siti Rohani bt. Mohd. Noor
En Mohammad Siraj b. Abdullah
SK Penjom, Kuala Lipis

Pn Angelina Jemat
SK Putrajaya Presint 9(1), Putrajaya
En LouisMarie Neubert Atnbrose
SK Menjalara, Kepong
Pn Helena Ong Alt Nyuk
SK Semerah radii, Kuching
Pn Geraldine Mary Rose a/p Hubert Coray
SK (2)Simpang Lima, Kiang
Pn M. Susilah a/p Moorthy
SK Lanar, Kuala Lipis
Pn Diana Fatimah Ahmad Sahani
Pn Jagdecsh Kaur
Cik Regina Cyril Joseph
En Rosdy Wahid
Cik Ewe Choy Choo
Ptt Zaiton Majid
Bahagian Buku Teks, Kementerian Pelajaran Malaysia

317

BAHAGIAN PEMBANGUNAN KURIKULUM
ARAS 4-8, BLOK E9
KOMPLEKS KERAJAAN PARCEL E
PUSAT PENTADSIRAN KERAJAAN PERSEKUTUAN
62604 PUTRAJAYA
Tet C:3-8884 2000 Fax 03-8888 90'7
`ttc ,www mue ic)v mybck

Panduan Guru

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Panduan Guru

Diunggah oleh

Hak Cipta:

Format Tersedia

KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

Anda mungkin juga menyukai