KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

TEACHER'S GUIDEBOOK

ENGLISH

YEAR 2

Terbitan

Bahagian Pembangunan Kurikulum

2011
Cetakan Pertama 2011
Kementerian Pelajaran Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian

artikel, ilustrasi dan isi kandungan buku ini dalam apa juga 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 v
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

v
 PREFACE

This teachers 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
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 thats 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

appropriate language, style
communicate with peers and
and form through a variety of
adults confidently and 2
appropriately in formal and media
informal situations 3
1

OBJECTIVES
4

5
appreciate and demonstrate
understanding of English
use correct and appropriate
language literary or creative rules of grammar in speech
works for enjoyment
and writing

3
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
childrens 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;

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 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

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 1.2 listen and respond

and speak confidently appropriately in formal
with the correct and informal situations
stress, rhythm and for a variety of
intonation. purposes.

1.3 understand and

respond to oral texts
in a variety of
contexts.

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.

In order to achieve the abovementioned, content and learning standards have been
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 of a variety of linear and
sounds of letters to non-linear texts in the form
recognize words in of print and non-print
linear and non-linear materials using a range of
texts. strategies to construct
meaning.

2.3 read independently

for information and
enjoyment.

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 :

distinguish the shapes of the letters;

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
read independently for information and enjoyment.

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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.

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 clearly.

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 teachers
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 3.2 write using appropriate

words in neat legible language, form and style
print including for a range of purposes.
cursive writing.

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:

cover a range of creative and literary works in English such as rhymes,

songs, poems, stories and plays to activate pupils imagination and interest.

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

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

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.

In order to achieve the abovementioned, content and learning standards have been
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.

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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.

ASSESSMENT

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 Tests

Oral METHODS OF Checklists

Presentations ASSESSMENT

Writings 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 role-
play 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.

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 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.

Multiple Information and

Critical Thinking Intelligences Communication
Technology Skills

Contextual
Learning
Values &
Citizenship
EDUCATIONAL
EMPHASES

Mastery Learning
Learning How to
Learn

Entrepreneurship Constructivism Creativity &

Innovation

Critical Thinking

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.

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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
 Whats 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.

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.

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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.

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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
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
LISTENING & SPEAKING
READING
WRITING
LANGUAGE ARTS
 THE LISTENING AND SPEAKING SKILL
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.
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.
1.3 By the end of the 6-year primary
schooling, pupils will be able to
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 English
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 TEACHERS NOTES

TRY ME Suggested Sounds Suggested Material

1. Walk around the 1. tapping of shoes Prepare:

classroom. 2. crumpling of papers suitable shoes that
2. Pupils listen and identify 3. dragging chairs/ tables produce a tapping
the sound heard e.g. 4. knocking on doors sound.
tapping sound of shoes. 5. dropping objects on the
3. Select pupils to walk floor
around with shoes
provided by the teacher.
4. Make other sounds and
pupils identify them.
5. Pupils do the actions.

GET TO KNOW ME Suggested Sounds Suggested Material

1. Play recorded sounds.
2. Pupils listen and guess 1. raking Prepare:
the sounds. 2. spraying
3. Show pictures and 3. screeching of brakes 1. pictures of
objects. 4. glasses breaking objects/realia:
4. Play recorded sounds 5. scooping sand rake
again. spade
5. Pupils identify the fire extinguisher
sounds heard and pick
the correct pictures. car
glasses

2. recorded sounds and

the required pictures.
e.g.

Note:
Teachers are encouraged
to use other suitable
sounds.

26
LETS MOVE IT Suggested Questions Suggested Material

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.
1. Where is the duck? 1. recorded jazz chant
2. Where is the horse? 2. pictures
3. What is the cat doing?
4. What is the bird doing? e.g.
5. What is the hen doing? 1. duck wading
2. horse galloping
3. cat scratching
Jazz Chant 4. bird pecking
5. hen flapping
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
Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:

(b) instrumental sounds

ACTIVITY CONTENT TEACHERS NOTES

THATS MY SOUND! Suggested Instruments Suggested Material

1. Divide pupils into 1. tick- tock Prepare the musical

groups. 2. triangle instruments.
2. Distribute musical 3. tambourine
instruments to each 4. castanet
group. 5. recorder
3. Play a musical 6. melodian
instrument without
pupils seeing it.
4. Pupils identify the
sound and play the
same instrument.
5. Repeat the activity with
other instruments.

WHERE ARE YOU? Suggested instruments Suggested Material

1. Divide pupils into four 1. tick-tock Prepare the musical

groups. 2. triangle instruments
2. Distribute musical 3. tambourine
instruments. 4. castanet Instructions for the class:
3. Stand in the middle of
the class. Jazz Chant 1. group on the left plays
4. Play an instrument. the tambourine
5. The group with the Music, music, music 2. group on the right plays
same instrument Music everywhere the triangle
follows. On my left 3. group in front of teacher
6. Repeat with other On my right plays the tick-tock
instruments. In front of me
4. group behind the
7. Say the jazz chant Behind me
teacher plays the
and pupils play the Music, music, music castanet.
instruments. music everywhere

CATCH ME IF YOU CAN Suggested Instruments Suggested Material

Musical instruments
1. Divide pupils into 1. recorder
groups. 2. tick-tock Note:
2. Play the game. 3. melodian
3. Repeat the game with 4. tambourine

28
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 CONTENT TEACHERS NOTES

FOLLOW ME! Suggested Actions

1. Say and show the 1. Stamp your foot

actions. I am stamping my foot
2. Pupils follow. 2. Sniff with your nose
3. Call a pupil to say and I am sniffing with my
do the actions. nose.
4. The other pupils follow. 3. Clap your hands
5. Repeat with other I am clapping my
actions. hands.
4. Slap your thighs
I am slapping my
thighs.

WHAT AM I? Suggested Suggested Material

Sentence Patterns
1. sentence strips
1. Each group is given a 1. These are my hands. 2. jigsaw puzzle
set of 4 jigsaw puzzles. (clap your hands) of the following body
2. Pupils arrange them to 2. These are my fingers. parts:
form pictures. (snap your fingers) 1. hands
3. Pupils say the 3. These are my feet. 2. fingers
sentences and do the (stamp your feet) 3. feet
actions. 4. These are my thighs.
4. 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 : Couldnt be.
Siti : Then who?
Ali : Abu puts the nose
(sniffing sound) in
the big red box.
Abu : Who me?

30
Ali : Yes you.
Abu : Couldnt be .
Ali : Then who?
Abu : Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes its
me
[Pupil with the cut-out
mentioned is out of the
game and will say
Yes, yes, yes its me

31
Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:

(d) rhythm and rhyme

ACTIVITY CONTENT TEACHERS NOTES

GIVE ME MORE Suggested Words Suggested Material

1. Put up pictures. 1. cook Required pictures

2. Talk about the pictures. 2. book
3. Recite the rhyme. 3. look Other words with medial //
4. Stress on words with 4. took and /u:/ sound:
medial sound //. hook
5. Pupils say the words Suggested Rhyme foot
aloud. wood
6. Pupils are asked to give Farook is a cook. good
other words with medial He likes to cook. boot
sound //. He took a book.
To have a look.
root
hood
wool
moon
food

MAKE IT RIGHT Suggested Words

Required pictures
1. Recite a rhyme. 1. bee
2. Pupils repeat. 2. free
3. Stress on words with 3. tree
final sound /i:/ as in the 4. coffee
graphemes ee and 5. sea
ea. 6. tea
4. Pupils say the words
aloud. Suggested Rhyme
5. Pupils tap to the beat
when saying the rhyme. I see a bee,
6. Give more words with Flying free from tree to tree,
the final /i:/ sounds as in I like coffee, I like tea,
the graphemes ee and I like to eat by the sea.
ea.

32
Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:

(d) rhythm and rhyme

ACTIVITY CONTENT TEACHERS NOTES

RHYME ALONG Suggested Suggested Material

Rhyming Words
1. Pupils identify the 1. pictures
pictures. 1. bone, cone 2. word cards
2. Display word cards. Say 2. nose, rose
the words. 3. line, nine e.g.
3. Pupils put the word 4. glide, slide
cards on the pictures. 5. pipe, wipe
4. Say the sentences. 6. rope, rode
5. Pupils fill in the blanks
with rhyming words. Suggested Sentences
6. Say the sentences in bone
groups. 1. There is a cone next to
the bone.
2. She smells the rose
with her nose.
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 slide
the slide.
6. Lets wipe the pipe and
paint it white.

cone

33
Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:

(e) alliteration

ACTIVITY CONTENT TEACHERS NOTES

SAY IT RIGHT Suggested Words Suggested Material

1. Put up a composite 1. sliding Prepare:

picture. 2. skipping a composite picture that
2. Emphasise on the 3. skating illustrates the rhyme
phoneme /s/. e.g. 4. Selvy
ssssliding 5. Soo Chin
sssskipping 6. Siti
sssskating
3. Recite the rhyme and Suggested Rhyme
pupils repeat. Clap in
rhythm.
Soo Chin, Selvy and Siti
4. Say ssss and tell the
are in the playground,
pupils to watch each
Soo Chin is sliding
others lips as they
down,
say ssss.
Selvy is skipping round
5. Pupils identify the and round,
words starting with s. Siti is skating all around,
Laughing, merrily,
What a happy sound!

SO NEAR YET SO FAR Suggested Words Suggested Material

1. Put up pictures. 1. comb Pictures of objects

2. Emphasise on the /k/ 2. cake that begin and do not
sound. e.g. The candle 3. coat begin with the /k/
is on the cake. 4. cat sound.
3. Say the sentences. 5. cap
Pupils repeat. 6. cow
4. Point to the picture and
pupils name it. Suggested Sentences
5. Identify objects that do 1. The candle is on the
not begin with the /k/ cake.
sound. 2. The cat is near the cow.
6. Identify objects that 3. The comb is in the coat.
begin with the /k/ sound.

34
Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:

(e) alliteration

ACTIVITY CONTENT TEACHERS NOTES

JOLLY ME Suggested Words Suggested Material

1. Say l and tell the pupils 1. lollipop 1. pictures as

to look into a mirror. 2. lip suggested in the
2. Identify the pictures. 3. licking word list
3. Pupils say the words. 4. lunch 2. mirrors
e.g.: lollipop 5. limes
Emphasise on the /l/ 6. little
sound.
4. Recite the jazz chant. Suggested Jazz Chant
Clap in rhythm.
5. Pupils follow. Little Lily likes lollipops.
6. Divide pupils into three Little Lily likes licking Instructions for the
groups. Carry out a limes. competition:
competition. Little Lily likes her lunch
with lollipops and limes. Pupils give words with
initial /l/ sound.
The group that has the
most words beginning
with the /l/ sound is the
winner.

35
Learning Standard:

Able to listen and respond to stimulus given with guidance:

(f) voice sounds

ACTIVITY CONTENT TEACHERS NOTES

SOUND LIKE ME Suggested Suggested Material

Sounds of Animals
1. Show some toy 1. recorded sounds of animals
animals. 1. Goats bleat 2. toy animals
2. Play the recorded 2. Cows moo
sounds of the animals 3. Cats mew
shown and the pupils 4. Snakes hiss
imitate. 5. Owls hoot
3. Put the toys into a box. 6. Frogs croak
4. A pupil picks a toy from
the box.
5. The others make the Note:
sound of the animal Teachers may use pictures to
shown. substitute the toys.
6. The activity is repeated
with other toys.

I CAN HEAR YOU Suggested Suggested Material

Objects and Their Sounds Realia or picture of:
1. Show pupils a camera.
2. Snap a photo and ask 1. Clicking of camera 1. a camera
pupils the sound made 2. Clashing of cymbals 2. cymbals
by the camera. 3. Clanging of pots and 3. pots and pans
3. Do the actions of pans e.g.
clicking and pupils
follow. Suggested Song
4. Pupils take turns to do (to the tune of Are You
the action of clicking the Sleeping?)
camera and others say
click, click, click. Click 8x Lyrics of the song:
5. Repeat the activity with Clash - 6x Are you sleeping? [2X]
the other two objects. Clang 12x Brother John, [2x]
6. Some pupils sing the Click, clash, clang - 2x Morning bells are ringing, [2x]
song while the rest Ding Dong Bell! [2x]
make the relevant
sounds.

36
Learning Standard:

1.1.1 Able to listen and respond to stimulus given with guidance:

(g) oral blending and segmenting

ACTIVITY CONTENT TEACHERS NOTES

LETS GET TOGETHER Suggested Words Suggested Material

1. Distribute a letter card 1. pot Letter cards

to each pupil. 2. cot e.g.
2. Say a word and pupils 3. hot
with the correct letter
cards come out and
4. dot p
5. lot
arrange themselves 6. not
accordingly.
3. The rest of the class
7.
8.
got
tot
o
say the sounds of the
letters shown and say
the word out loudly.
Suggested
Sentence Patterns t
e.g. /p/ // /t/ = pot
4. The activity is repeated 1. The pot is hot.
with the other words. 2. The tot is in the cot.
5. Put up sentences. 3. It is not a dot.
6. Read and pupils follow. 4. He has got a lot.

LETS JAZZ Suggested Words Suggested Material

1. Recite the jazz chant. 1. pin tin bin fin Pictures as suggested
2. Pupils follow. 2. sit hit pit fit in the word list
3. Reinforce oral blending 3. zip lip hip dip
and segmenting of e.g.
words by showing Suggested Jazz Chant
pictures.
e.g. /p/ // /n/ The pin is in the fin.
The fin is in the tin.
/l/ // /p/
The tin is on the bin.
/h/ // /t/
I can hit.
I can sit.
I can fit.
In the pit.

This is my lip.
This is my hip.
Lets go for a dip.

37
SPLIT ME UP! Suggested Words Suggested Material

1. Divide pupils into 1. rat, cat, fat , bat, hat

groups. 2. bit, hit, pit, kid, lip 1. boxes of word cards
2. Give each group a box 3. pot, hot, tot, jog, top 2. music
with word cards. 4. bus, cup, rug, mug, pup
3. Music is played and the 5. pen, ten, hen, pet, bed
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/, //, /t/
6. Repeat the activity.

38
Learning Standard

1.1.2 Able to listen to and enjoy stories.

ACTIVITY CONTENT TEACHERS NOTES

STORY TRAIN Suggested Story Suggested Material

Pipit The Bird
1. Show a puppet/toy and This is Pipit. Sets of picture cards
talk about it. It is a bird. based on the story used
2. Put up a series of It cannot fly.
pictures and question It lives in a nest. The group leader distributes
pupils based on the a picture to every member in
pictures. One day, Pipit fell from its the group.
3. Tell a story and pupils nest.
listen. It hopped around.
4. Question and answer It was looking for its
session based on the mother.
story.
5. Remove the pictures. Pipit met a duck.
6. Divide pupils into Pipit asked, Mr Duck, can
groups. you teach me to fly?
7. Each group is given a Mr Duck said, I cannot fly.
similar set of pictures. I can swim.
8. Retell the story. Pipit walked away.
9. Pupils hold the pictures
and arrange themselves Pipit met a rabbit.
according to the story. Pipit asked, Mr Rabbit, can
you teach me to fly?
Mr Rabbit said, I cannot
fly. I can hop.
Pipit walked away.

Pipit met a parrot.

Pipit asked, Mr Parrot, can
you teach me to fly?
Mr Parrot said, Yes, I can
fly. 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 Fly.Bestari
Series.Anzagain Sdn.Bhd.

39
DRESS ME UP Suggested Questions Suggested Material

1. Bring a picture of a Questions: A picture based on the

bear. 1. What animal is this? story.
2. Ask questions based on 2. Where does it live?
the picture.
3. Tell a story titled Rose Suggested Story
Red.
4. Divide pupils into small ROSE RED
groups.
5. Each group is given a Rose Red lived with her
box with some items mother. They lived in a
relevant to a specific small house.
Note:
character in the story. One day, a black bear
Teacher can extend the
6. Pupils choose a came to the house.
activity by asking the pupils:
member and dress him The bear stayed with them.
or her up as the They were happy.
1. Why was the old man
character. After two days, the bear
angry?
7. The group members went back to the forest.
2. How did the prince
take turns to describe One day, Rose Red saw an
become a bear?
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
FAMILY TREE
1. Ask questions about
pupils family members. brothers. Azril is ten years
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 find their
partners. (pictures to
sentence strips)
5. Then, pupils rearrange
themselves in the
correct sequence.
LETS ARRANGE
1. Show pictures of an ant
and a grasshopper.
2. Talk about the pictures.
3. Divide pupils into
Suggested Story Suggested Material
Azril and Azrul are 1. the required pictures
2. a family tree
old. Azrul is eight years old.
They live in an old wooden e.g.
house. They live together
with their parents,
grandparents and their
younger sister, Ayuni who Grandfather Grandmother
is five years old.
Their father, Pak Abu Father Mother
goes to the sea to catch
fish every day. Sometimes,
Pak Kaduk, who is Pak
Azril Azrul Ayuni
Abus father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.
Suggested Stories Suggested Material
1. Mousedeer and The 1. pictures
Crocodile 2. sentence strips
2. Jack and The Beanstalk
Groups A and C - pictures
Groups B and D-
sentence strips
Suggested Story Suggested Material
THE ANT AND 1. the required pictures
THE GRASSHOPPER 2. story strips
3. recording of the story
Mr Grasshopper lived in a
41
 groups. bush. He was hopping
4. Each group is given a around happily. Mr Ant lived
worksheet with story in a nest. He was busy e.g.
strips. collecting food.
5. Pupils cut out the strips
and paste them in the He asked Mr Ant, Why are
correct sequence. you so busy? Mr Ant
6. Play the recording of replied, I am saving food
the story. for the rainy days.
7. Pupils listen to the story Mr Grasshopper laughed at
and check their Mr Ant. He hopped away
arrangement of the happily.
story.
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 Ants 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 CONTENT TEACHERS NOTES

MIME ME Suggested Actions Suggested Material

1. Play the song. 1. brush our teeth 1. recording of song

2. Put up the lyrics. 2. wash our hands 2. lyrics
3. Read and pupils repeat. 3. spread the butter 3. sets of phrase cards
4. Sing the song. 4. carry our bags
5. Divide pupils into 5. arrange our books
groups. 6. walk to school
6. Each group is given a 7. read our books
different set of phrase
cards with action words. Suggested Song
7. In turns, each group [Tune of: Here We Go
comes forward and Round the Mulberry Bush]
sings the song while
some of its members This is the way,
mime the actions based We brush our teeth, (3x)
on the phrase cards. 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.

SPEEDY SINGING Suggested Song Suggested Material

1. Play the song. Head and shoulders, knees 1. recording of song

2. Sing together. and toes, 2. lyrics
3. Divide pupils into knees and toes, (2x)
groups. Head and shoulders, knees
4. Give each group a line and toes
from the song to sing. Eyes, ears, mouth and
nose.
First group starts
singing the song,
followed by the other Other Songs:
groups in sequence. 1. Simple Simon
5. Ask pupils to increase 2. Sing A Song Of Six
the tempo of the song. Pence
3. Mary Had A Little Lamb
6. 7. Repeat the activity.

43
PICTURE ME Suggested Rhyme Suggested Rhyme

1. Put up the rhyme. Two little black birds, Pictures based on the
2. Read the rhyme. Sitting on a fence, rhyme
3. Pupils repeat the rhyme One named Peter, e.g.
in groups and as a One named Paul,
class. Fly away Peter,
4. Divide pupils into Fly away Paul,
groups. Come back Peter, ck
5. Give each group a set Come back Paul.
of pictures.
6. Pupils have to cut out
the pictures and paste
them to create the
scene for the rhyme.

WHERE HAVE YOU Suggested Rhyme Suggested Material

BEEN?
Pussy cat, pussy cat Appendix 1
1. Display the rhyme. Where have you been?
2. Read with the pupils. I have been to London
3. Remove the rhyme. To see the queen
4. Pupils complete
worksheets by pasting Pussy cat, pussy cat
the pictures correctly. What did you do there?
I frightened a little mouse
Under the chair

RHYME INNOVATION Suggested Rhyme Suggested Material

1. Display a rhyme. Baa, baa black sheep, 1. word cards

2. Read and pupils follow. Have you any wool? 2. a rhyme/song
3. Divide pupils into Yes sir, yes sir,
groups. Three bags full,
4. Give an envelope with One for my master,
word cards to each One for the dame,
group. One for the little boy
5. Pupils will create a Who lives down the lane.
similar rhyme/song
using word cards. Suggested
Improvised Rhyme

Cluck, cluck white hen

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

44
 One for my dame,
One for the little boy
Who lives down the lane.

For more rhymes and song teachers can refer to:

http://bussongs.com/animal_songs.php

http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.html

http://www.rhymes.org.uk/

http://www.nurseryrhymes4u.com/

45
Learning Standard:

1.1.4 Able to talk about a stimulus with guidance.

ACTIVITY CONTENT TEACHERS NOTES

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
Abracadabra 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.

sit
stand

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. Stanza1 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 Suggested Words

CONVERSATION Suggested Material
1. food
1. Place a composite 2. drinks 1. Composite Picture
picture on the board. 3. girls (Appendix 4)
2. Pupils say what they 4. boys 2. Sample pictures
see and teacher lists 5. teacher (Appendix 5 and 6)
the words. 6. blackboard
3. Put up sentence strips. 7. saree
4. Read the sentence
strips and pupils follow. Suggested Sentences
5. A pupil reads the
sentence strips and 1. The teacher is wearing
others follow. a saree.
6. Pupils complete 2. There is a lot of food
worksheets. and drinks on the table.
3. A girl is talking to her
teacher.

WHAT AM I? Suggested Questions Suggested Material

1. Show pictures of 1. What does it eat? picture cards

animals. 2. Where does it live?
2. Ask questions about 3. What colour is its fur?
them. 4. Is it wild?
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.

47
LETS TALK Suggested Text Suggested Material

1. Put up a picture. Teachers Day 1. a composite picture

2. Teacher provides the (Refer to Appendix 6)
first sentence about the This is my class. Today
picture seen. is 16th May. The class is
3. Pupils continue by having a party. There are Note:
taking turns to make a many pupils. A girl is talking Accept any possible
sentence each to to her teacher. Her teacher, answers given by the
describe the picture. Mrs Ratnam is wearing a pupils.
4. Repeat using other saree.
pictures.

48
Learning Standard:

1.2.2 Able to participate in daily conversations:

(a) exchange greetings

ACTIVITY CONTENT TEACHERS NOTES

LETS SING Suggested Song Suggested Material

[Tune of: Happy Birthday] Pictures of gestures
1. Sing a song with e.g.
suitable cultural Selamat Hari Raya x3
gestures. And how do you do?
2. Pupils sing to one
another and do the Repeat using:
gestures. Happy Deepavali
Happy Chinese New Year
Merry Christmas
Selamat Hari Gawai

ROLE PLAY Suggested Dialogue Suggested Material

1. Place a dialogue on the Teacher : Hello, Im Mr 1. masks of animals

board. Kangaroo. 2. a dialogue chart
2. Wear a mask Pupils : Hello,
(kangaroo) and greet Mr Kangaroo.
the pupils according to How do you do?
the dialogue. Teacher : Im 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
Learning Standard:

1.2.1 Able to participate in daily conversations:

(b) make polite requests

ACTIVITY CONTENT TEACHERS NOTES

MAY I? Suggested Words Suggested Material

Things in the classroom:
1. Pupils listen to a 1. ruler 1. recording
recording of making 2. pencil 2. picture cards
requests. 3. eraser
2. Pupils repeat after 4. book
teacher requesting for 5. crayons
various objects. 6. coloured pencils
3. Pupils are divided into 7. chalk
groups. Each member 8. duster
of the group is given a
picture card. Suggested Sentences
4. Every group member
takes turn requesting for
1. May I borrow a pencil?
objects.
2. Can you lend me your
5. Pupils respond
pencil?
accordingly in their
respective groups.
3. Here you are.
4. Thank you.
5. Youre welcome.
6. Im sorry, I dont have
one.

AMAZING RACE Suggested Suggested Materials

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.
Sentence Strips
1. sentence strips
Father, may I have this 2. picture cards
shirt? e.g.
Can I have these socks
and shoes?
Yes, you may.
May I go to the library?
Yes, of course.

50
Learning Standard:
1.2.1 Able to participate in daily conversations:
(c) express apologies
ACTIVITY
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.
CONTENT TEACHERS NOTES
Suggested Sentence Suggested Materials
Strips
sentence strips
A: Did you bring my
football?
B: Im sorry, I forgot to
bring it.
A: Ouch! You stepped on
my toes.
B: Im sorry. I didnt mean
to.
A: You broke my table
lamp.
B: Im sorry. It was an
accident.
Suggested Dialogue Suggested Material
A: Did you bring my Pictures
football? e.g.
B: Im sorry, I forgot to
bring it.
A: Ouch! You stepped on Forgot to bring the football
my toes.
B: Im sorry. I didnt mean
to.
A: You broke my table Stepped on my toes
lamp.
B: Im sorry. It was an
accident.
Other situations:
- knock into each other Broke the table lamp
- lost the ruler
- spilt the drink
51
Learning Standard:

2.2.2 Able to listen to and follow:

a) simple instructions in the classroom

Activity Content Teachers notes

FOLLOW ME Suggested Instructions

1. Pupils follow teachers 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 Suggested Material
1. Draw a big circle. Note:
2. Draw two big round
eyes. Teacher can vary
3. Draw a small nose. the instructions.
4. Draw a small mouth.
5. Draw two ears.
e.g.
Suggested Instructions Note:
Substitute with:
Put your right hand in
Take your right hand out 1. left hand
2. right leg
Hokey-Pokey 3. left leg
4. whole self
Put your right hand in,
Take your right hand out,
Put your right hand in,
And you shake it all about,
Do the hokey-pokey,
And turn yourself around,
Thats what its all about.
Suggested Instructions Suggested Material
1. Take three steps to the 1. the required picture
front. 2. the instructions
2. Turn left/right. (Instructions can be
3. Go straight. varied)
4. Stop. e.g.
53
 pastes the tail on the
donkey. Note:
5. Repeat with other pupils. Teachers may use other
animals.

MAKE A SANDWICH Suggested Instructions Suggested Material

Ingredients:
1. Divide the pupils into 1. Spread the butter on a 1. bread
groups. slice of bread. 2. butter
2. Each group is given the 2. Take another slice of 3. jam
ingredients. bread and spread some Substitute jam with
3. Give instructions on how to jam on it. kaya
prepare the sandwich. 3. Put both slices together. peanut butter
4. Pupils listen and follow. 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

Activity Content Teachers notes

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. Go round same time.
4. The group follows the 5. Stop
directions making the
choo-choo sound.

POISON PARCEL Suggested Instructions Suggested Material

1. Pupils sit in a circle. 1. Jump like a frog to the 1. music

2. Play the music and pupils blackboard. 2. poison parcel
pass the parcel until the 2. Fly like a bird to the 3. instructions
music stops. staffroom.
3. The pupil who has the 3. Hop like a kangaroo to
parcel picks a paper from the next class.
the parcel and reads aloud 4. Gallop like a horse to
the instructions. the office.
4. Pupil follows the 5. Move like a car to the
instructions. toilet.
e.g.
Turn around and walk like
a duck to the door.

55
 Activity Content Teachers notes

DIRECTION SONG Suggested Song Suggested Material

(Tune of: London Bridge Is
1. Place signposts in various Falling Down ) Signposts
corners of the classroom. e.g.
2. A pupil will stand at a Class : Take three steps to
certain part of the class. your right
To your right (2X) canteen
3. The pupil will move to the
directions as given by Take three steps to

staffroom
friends in a song. your right

office
4. Repeat activity. And turn left

Where are you, my

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

Pupil : I am at the canteen Note:

canteen ( 2X)
I am at the Teach the song before
canteen, the activity
Oh, my friends.

56
Learning Standard:

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

Activity Content Teachers notes

AT THE GARDEN Suggested Jazz Chant Suggested Material

1. Put up a picture of a A: Who has a garden? (2X) Composite picture

garden. Who has a garden, my of a garden
2. Ask questions based on friend?
the picture. B. Minah has a garden.( 2X)
e.g. Minah has a garden, my
What flowers can you see? friend.
What is the colour of the
roses? A: What flowers? ( 2X )
3. Chant with pupils. What flowers does she
4. Divide the pupils into two have?
groups. B: She has roses, she has
5. Pupils chant. orchids, sunflowers and
hibiscus.

A: When does she water

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

JAZZ CHANT Suggested Jazz Chant Suggested Material

1. Put up the jazz chant. Class: Who are you? (2X) Jazz chant
2. Chant and pupils listen. Pupil : I am Ahmad. (2X)
3. Repeat and pupils follow. Note:
4. A pupil comes to the front. Class : What are you Replace the underlined
5. The other pupils ask wearing? (2X) words with other
questions as in the jazz Pupil : Im wearing a shirt. suitable words.
chant. Im wearing a pair of
6. Pupil answers. trousers.
7. Repeat activity with other
pupils. Class : Where are you
going? (2X)
Pupil : Im going to the
canteen. (2X)

57
 Activity Content Teachers notes

WHO STOLE THE COOKIE? Suggested Rhyme Suggested Material

Picture
1. Pupils sit in a circle. Class : Who stole the e.g.
2. Put up a big manila card cookie from the
showing a boy putting his cookie jar?
hand into a cookie jar. Ali stole the cookie
3. Ask the pupils: from the cookie jar.
What is the boy doing?
Who is the boy? Ali : Who me?
4. Explain the activity.
5. Call a pupil to put his face Class: Yes, you.
into the hole in the card.
6. Pupils say the rhyme. Ali : Couldnt be!

Class: Then, who?

Ali : Tan stole the

cookie from the
cookie jar.

GUESSING GAME Suggested Questions Suggested Material

Prepare:
1. Put picture cards of 1. Where does it live? 1. picture cards of
animals into a box. 2. What does it like to eat? animals
2. A pupil comes forward to 3. What is its colour? e.g.
pick a card. (Pupil must not 4. How many legs does it
show the card to the have?
class.) 5. How does it move?
3. Other pupils take turns to
ask questions.
4. The pupil answers the
questions.
5. Pupils try to guess the
animal.
2. the questions
6. Repeat the activity.

58
 Activity Content Teachers notes

DIALOGUE Suggested Text Suggested Material

1. Pupils listen to a dialogue. Rani: Hi, Lina. 1. pre-recorded text

2. Ask questions based on the Lina :Hi, Rani. Where did 2. dialogue
dialogue. you go for the 3. sample
3. Display the dialogue on the holidays? questions
board. Rani: I went to Langkawi
4. Pupils take turns to role- with my family. Note:
play the dialogue. Lina: How did you go there?
Rani: By aeroplane. Change words to vary
Lina : When did you go the information.
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
Learning Standard:

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

Activity Content Teachers notes

AM I RIGHT? Suggested Topics

1. Take pupils around the 1. objects in the school

school. 2. animals
2. Point to any object and 3. places
say, 4. people
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 Suggested Statements Suggested Material

1. Divide the class into two 1. An elephant has a trunk. Four large flash
groups. 2. A cat has a beak. cards ( two for each
2. Read out a statement. 3. A bird can fly. group).
e.g. 4. A cat chirps. e.g.
An elephant has a trunk. 5. A lion roars.
3. A pupil from each group
picks the correct flash Statements are based on
card. any topic for the week.
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.

60
OLD MAC DONALD
1. Put up a picture of a farm.
2. Ask questions based on
the picture.
e.g. How many cows can
you see?
3. Sing the song Old Mac 4.
Donald and pupils follow. 5.
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-I-O
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. Note:
4. Pupils in Group A will read
their statements as they
walk.
Suggested Content Suggested Material
Animals on the farm: Composite picture
of a farm.
1. three cows
2. five ducks Note:
3. two horses
eight chickens Number and types of
ten fishes animals can be changed
based on the picture
chosen.
Suggested Story Suggested Material
The Clever Mousedeer Suitable questions
(Refer to the English
Language Year 2 (SK)
Teaching Courseware CD
3 - Lesson 64)
Suggested Statements Suggested Material
1. A cow has four legs. 1. sentence strips
(True ) 2. flash cards
2. A rose is green in
colour. Note:
(False )
True or False flash
cards must match the
number of statements
Statements can be based prepared.
on topics taught previously.
61
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, pussy

Where have you been?

I have been to London

To see the

Pussy pussy cat

What did you do there?

I frightened a little

Under the

63
 Appendix 2

MY HAPPY FAMILY

64
Choose the correct sentence.
Appendix 3

3 4 5
2
1

65
 Appendix 5

66
 Appendix 6

67
 THE READING SKILL
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 LEARNING STANDARDS

2.1 By the end of the 6-year 2.1.1 Able to recognize and articulate initial, medial and
primary schooling, pupils will the final sounds in single syllable words
be able to apply knowledge within given context:
of sounds of letters to
recognize words in linear and (a) /e/ /i:/ /a/ // //,/u:/
non-linear texts. (ai ) (ee) (igh) (oa) (oo)
(b) /a:/ /:/ /:/ // /I/
(ar) (or) (ur) (ow) (oi)

(c) / / /e/ // /:/

(ear) (air ) (ure) (er)
(d) /e/ /a/ /aI/ /i:/
(ea)
(ay) ( ou) ( ie)
(e) /I/ /:/ /u:/ /:/
( ue)
(oy) (ir) (aw)

(f) /w/ /f/ /ju:/ // /:/

(wh) (ph) (ew ) (oe ) (au)
(g) /e/ /i:/ /a/ // /u:/
(a-e) (e-e) ( i-e) (o-e) (u-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
2.2 By the end of the 6-year
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
range of strategies to
construct meaning.
2.3 By the end of the 6-year
primary schooling, pupils
will be able to read
independently for
information and
enjoyment.
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.
2.2.1 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.
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 in
linear and non-linear texts.
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.
2.3.1 Able to read simple texts with guidance:
a) fiction
b) non-fiction
70
Grapheme Phoneme Possible Actions

ai
Hands on the waist and say ei as
if in anger.
ae /eI/

ay

ee
Show you teeth and say ee

ea /i:/

ee

igh

Place palm on the chest and say

i-e /aI/ I

ie

71
oa
Palms up, shake your body and
say au
oe / /

o-e

ow

Place hands above head, tap once

oo / / and say u

oo
Place hands above head, shake
your head and say u..
ue
/u:/

u-e

72
ar

/a:/
Open your mouth wide and say
aa
ear

or

Draw a big circle (anti-clockwise)

in the air and say or.
aw
/:/

au

ur

/:/ Put your finger on the temple and

ir
say er

er

73
wh /w/ Join two peace signs and say w

Action of bird flying and say f

ph /f/

Point to a friend and say you.

ew /ju:/

Fan your hand in front of your nose

ear /I/
and say eear

74
 Hold your jaw and say air
air /e/

Form a u with both hands, spread

ure //
them like a flower blooming and
say uwer

Pinch yourself and say aw

ou /a/

oy /I/
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 1. Form a cobra head with

/s/ your hand.

ss (voiceless) 2. Trace the letter s in the air

and, say s

t /t/ Tap two fingers on the desk

(voiceless) and say t

76
P /p/ Place four fingers in front of

(voiceless) your mouth and say p

Touch the tip of your nose and

n /n/
(voiced) say n

Lick an ice-cream and say m

m /m/
(voiced)

/d/ Drumming action and say d

d (voiced)

1. You are cold, clutch your

g /g/
(voiced) hands and shiver
2. Say ggg

77
c
/k/ Action of flying a kite and say k
k
(voiceless)
ck

r /r/ Be a lion and say rrr

(voiced)

1. Place your palm in front

h /h/ of your mouth
(voiceless) 2. Laugh haha

b /b/ Action of balloon bursting and

(voiced) say b

f
/f/
(voiceless) Action of bird flying and say f

ff

78
l
/l/ Raise both arms upright and
(voiced) say ll..
ll

g /d/ Jump and say j.

j (voiced)

v /v/ Show the peace sign and say

(voiced) v.

Join two peace signs and say

w /w/ w.
(voiced)

Cross your hands and say ks..

/ks/
(voiceless)

79
 Slash x and say gz..
/gz/
(voiceless)

y /j/ Nod and say yeh

(voiced)

z Trace z in the air and say z..

/z/
(voiced)

zz

Action of a duck flapping its

q /kw/ wings once and say qua
(voiced)

1. Action of a moving train

ch /t/ with both arms
(voiceless) 2. Say ch.

80
sh //
Finger on the lips and say sh..
(voiceless)

th // Show the thumb and say th.

(voiceless)

Point with the thumb and say

//
(voiced) th.

Action of mosquito buzzing

ng // around ears and say ng.
(voiced)

81
The short vowels are as follows :

Grapheme Phoneme Possible actions

Imagine a spider crawling

up your arm and say eh
//

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

/ /
i Show your teeth and say e.

Draw a small circle (anti

//
clockwise) in the air and say o
o

82
 Walk like an elephant and say
e /e/ eh

Look up and say uh

u //

The long vowels are as follows :

Grapheme Phoneme Possible actions

Open your mouth wide and say

/a:/ aaa
a

Draw a big circle (anti

a /:/
clockwise) in the air and say
or
o

83
 e /i:/ Show your teeth and say ee..

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

Grapheme Phoneme Suggested Words

84
Grapheme Phoneme Suggested Words

/
/

/
/

85
Grapheme Phoneme Suggested Words

a /
//

/
/


/
a /
a /

86
Grapheme Phoneme Suggested Words
e

87
Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

Forming Words Word List Materials

onset cards
1. Place pictures with the boat rime card
grapheme oa in a big coat picture cards
box. soap
2. Pick a picture and name goat Onset Rime
it aloud stressing the toad Cards Card
phoneme //. oa
3. Pupils repeat the word b d
e.g.
individually / in groups.
4. Prepare onset and rime c
cards based on the p
word list. s
5. Place the cards on the
t
table.
g
6. Pick pupils at random b oa t
to select the correct
onset and rime cards
based on the picture.
7. Pupils blend and read
the word aloud.

Roll a word Word List Materials

1. Show pictures with the sheep picture cards

grapheme ee . teeth cubes template - Appendix 1
2. Say aloud the word , tree
stressing the phoneme weep contents of onset cube (1)
/i:/. feet
3. Pupils repeat. sleep - sh, t, tr, w, f, sl
4. Divide pupils into
groups. Provide three contents of rime cube (2)
cube sets for each
group. - ee
5. Taking turns, pupils roll
cubes 1 - 3 to contents of onset cube (3)
form words based on
the picture.
6. Pupils say the words - p, th, t
aloud and write the -
words that they have *can use erasers as cubes.
sh ee p
formed. *this activity can be turned into
a competition.

88
 ACTIVITY CONTENT TEACHERS NOTES

Word Chain Word List Materials

1. Demonstrate the action saw letter cards

for the phoneme /: /. paw picture cards
2. Pupils repeat a few draw
times. prawn
3. Show pictures and crawl pr aw
name them.
e.g
4. Pick pupils at random
cr n
and hang the cards
around the pupils
necks. l
5. Teacher says a word. p
e.g. saw.
6. Pupils with the s
respective letter cards dr
will stand side by side to s a w
blend the word.
7. Pupils repeat the word.

Match Me Right Word List Materials

picture cards
1. Demonstrate the kite Onset Rime
grapheme i e five Cards cards
through a song. prize A B
2. Pupils repeat. mice
3. Show picture cards and rice m ice
blend the phonemes. hide
4. Pupils repeat
individually or in groups. Song chart h ide
5. Put up picture cards on (Tune of Clementine)
the wall with the onset
cards. I like to fly kites (3x) k ite
6. Pupils match the rime In the sky
cards to the correct I have five kites (3x)
picture cards. As my prize f ive
7. Pupils read the words.
I see five mice (3x)
Eating rice r ice
When they see me(3x)
They run and hide
pr ize

89
 ACTIVITY CONTENT TEACHERS NOTES

Word Spinner Word List Materials

1. Demonstrate the action thigh Picture cards

and sound for the light Word spinner template
phoneme /eI/. fight Appendix 2
2. Pupils repeat. night
3. Show pictures and right Onset Rime
say the word. bright cards cards
4. Blend the onset and A B
rime cards.
4. Pupils repeat. th igh
5. Put up a word spinner.
6. Pupils take turns to
spin. l
7. Pupils blend the onset
and rime letters to form
correct words. f
8. Pupils read the words.

br

90
Learning Standard:

2.1.3 Able to segment words into phonemes to spell.

ACTIVITY CONTENT TEACHERS NOTES

Separate Me Suggested Words :

1. Demonstrate segmentation of a snake, bake, tape,

word. cake, lake, make, race,
a. Read the word. date, spade
b. Pupils repeat.
c. Say the phonemes.
e.g.
a-e : snake - /s/, /n/, /e /,
/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.

Jumping On The Puddles Suggested Words : Appendix 3

1. Show a word. girl, bird, thirsty, skirt,

2. Say the word aloud and shirt, first
separate them into segments.
e.g. girl - /g/ /:// /l/
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.

91
 ACTIVITY CONTENT TEACHERS NOTES

Break the Code Suggested Words:

1. Divide class into 2 sections. cow, town, how, bow,

2. In one section create a reward owl, flower, power
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/ //

Word Boxes Suggested Words: Materials

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

92
 ACTIVITY CONTENT TEACHERS NOTES

Wall Words Suggested Words: Appendix 4

1. Show the picture and the word. alphabet, dolphin,

elephant, telephone,
e.g. photo

dolphin

d o l 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 CONTENT TEACHERS NOTES

Listen and Choose Word List: Materials

1. Pair the pupils. goat Word cards

2. One pupil will be given a set of coat Picture cards
picture cards and the other will be float goat
given a set of word cards. boat coat
3. Teacher says out a word. The toad float
4. pupil who has the correct picture road boat
5. card will put it up followed by the toad
6. pupil with the correct word card. road

Read and Find Word List: Materials

1. Distribute worksheets to pupils. goat colour pencils

2. Pupils are asked to read the coat worksheets
words. float Appendix 5
3. Pupils use colour pencils to trace boat
the dotted lines from the words to toad
the pictures. road

Assemble Me Dear Word list: Materials

1. Each group will be given a picture girl pictures cut into pieces
puzzle in an envelope. bird envelopes
2. Each group will have to assemble skirt word cards
the picture correctly on a manila shirt
card. first
3. The assembled picture will have to third
be pasted on the board together
with the correct word and pupils
say it out loud.
4. The fastest group wins the game.

94
 ACTIVITIES CONTENT TEACHERS NOTES

Bingo Word list: Materials

blue
1. Teacher prepares a few sets of glue bingo sets
bingo cards with the same words in true box
different arrangements. high word cards
2. Distributes the sets to the pupils. night
3. Give instructions how to play. light blue glue true
4. Teacher picks words randomly from wheel whale car light
a box. whale sir high night
5. Say it out loud. birthday
6. The first pupil to complete the car
words in a straight line is the balloon glue car sir
winner. sir night blue light
true high true

Get Me Right Word list: Materials

1. Distribute worksheets to the chew Worksheets

pupils. crew Appendix 6
2. Teacher reads out a word screw
according to the word list. drew
3. Pupils listen and circle the correct blew
word. flew
4. Repeat the steps for the other
words.

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 CONTENTS TEACHERS NOTES

Put Me Where I Belong Word list : Materials

1. Put up the word chart. screw word chart

2. Drill the pupils with the words. new (Appendix 7)
3. Call pupils at random to read the blew
word shown and place it in the drew
correct column.(Final / :/ and saw
/ ju:/) jaw
4. Repeat the activity until all the draw
words are correctly placed. straw

Crazy Poems Materials

A cow goes to town,
1. Display a poem on the board. In a gown, poem chart
2. Ask pupils to repeat the poem after Then passes a toad, worksheets
the teacher. In a coat, Appendix 8
3. Distribute worksheet that has two Ha! Ha! Ha!
columns: (animals and clothing). Laughs the goat,
4. Ask pupils to group the words In a rowing boat,
and write them in the correct Shirt for sale,
column. 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 CONTENT TEACHERS NOTES

Jazz with me... Jazz Chant Materials

Jazz chant, chart,
1. Chant aloud. What a fright word cards
2. Pupils read the phrases with Turn to your right
the phoneme /aI/ aloud after Keep a sight Another jazz chant :
the teacher. Switch on the light
3. Say the words with the Keep it bright Mother bakes a cake
phoneme /aI/ louder while Say good night It is a chocolate cake
chanting. Say it right She puts it on a plate
4. Put up Chart A She cuts a piece of
5. Pupils complete the chant with Chart A cake
word cards. She gives a piece to
What a ____ Jade
Turn to your ____ Jade takes the cake
Keep a ____ To share it with Miss
Switch on the ____ Kate
Keep it ____ Sorry its too late
Say good ____ It falls into the lake
Say it ____

Butter Cake Song : Butter Cake Materials

Song chart
1. Sing the song (Happy I love to eat a butter cake Word cards;
Wanderer Tune) that my mother loves to bake cake, bake,
2. Teacher says aloud phrases The butter cake my mother lake, date,
with the phoneme /eI/ while baked take, plate
flashing the phrase cards. with a candle on the cake
3. Pupils repeat after teacher. Butter cake, Phrase Cards
4. Stress the phrase: Butter cake,
a butter cake Butter cake a butter cake
5. Paste phrase cards with ha, ha, ha, ha, ha, ha
missing letters on the board. Butter cake bake a cake
6. Pupils complete the phrases and the big piece is for me
with letter cards of a and e. a butter c_k_

b_k_ a c_k_

97
 ACTIVITIES CONTENT TEACHERS NOTES

It s Story Time Short Story Materials

1. Teacher reads the story. The night was dark. Prepare phrase cards
2. Stress on the phoneme: Knight heard a bark. Prepare a Big Book
/a:/, / aI / He switched on the light.
3. Get pupils to repeat the He had a fright
words. When he saw a duck. Draw a series of pictures.
4. Read the Big Book with
the pupils. What a BIG BIG duck.
5. Read with correct The duck chased Knight.
pronunciation and Knight went to hide.
intonation. Oh what a fright.
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 Short Story Materials

1. Teacher reads a short Once there was a king and a Teachers can prepare a big
story. queen. book for the story.
2. Read the phrase cards The queen did not have a
shown. child. Prepare phrase cards:
3. Stress on the phoneme They were very sad.
/i:/ Years later, the queen had a sad king
4. Get pupils to repeat. baby girl. sad queen
5. Pupils read the story Everyone was happy. a beautiful queen
with correct So, they held a party. a baby girl sleeps
pronunciation and Then came a witch. an ugly witch
intonation. She put a spell. a sad king
6. Call pupils randomly. She put a curse on the baby. a sad queen
Teacher gives a card to Soon, the princess fell in a
a pupil (e.g: A sad king) deep, deep sleep.
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.

98
Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

Read and match

Duplicate the Appendix
1. Distribute worksheets to
pupils. Appendix 9
2. Pupils read the
sentences and match
them to the pictures.
3 . Pupils read the
sentences aloud
in small groups.

Read and match

Duplicate the Appendix
1. Teacher puts up parts
of sentences. Appendix 10
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

Materials
1. Distribute a composite Sentences on the chart.
picture to each pupil. composite picture
2. Put up a chart 1. The ball is under the chart containing
containing sentences cupboard. sentences.
on the board. 2. The books are on the
3. Pupils read the table. Appendix 11
sentences. 3. The doll is in the pail.
4. Pupils cut out the 4. The lamp is on the
objects and paste them table.
on the picture.
5. Pupils exchange their
work and check.

99
Jigsaw puzzle
Duplicate the Appendix
1. Divide the pupils into
groups of three. Appendix 12a and 12b
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
Teacher can prepare
1. Pair up pupils. different sets of word maze.
2. Distribute handouts
containing word maze Appendix 13
to the pairs.
3. Pupils find four
sentences from the
maze.
4. Pupils colour the
sentences.
5. Pupils read the
sentences aloud.

100
Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

Get Me Right
Duplicate the Appendix
1. Teacher tells the
story. Appendix 14
2. Divide pupils into
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
Instructions: Materials
1. Distribute a handout
with instructions on Take an envelope. Draw envelopes
making a paper two eyes. Draw a nose glue
puppet. and a mouth. Colour the colour pencils
2. Pupils read the face. Cut the sides of the scissors
instructions. envelope. Paste them as
3. Pupils follow the ears.
instructions and
do the paper
puppet.
(Option:
Pupils can use
the paper puppet
to role play.)

101
 ACTIVITY CONTENT TEACHERS NOTES

Read and Transfer

Pupils should have prior
1. Put up a chart knowledge of family tree.
containing a
passage about Appendix 15
Azlans family.
2. Distribute an empty
family tree.
3. Pupils read the passage
and complete the family
tree.

Read and Sequence

Duplicate the Appendix.
1. Pair up the pupils.
2. Give a map to each Prepare the sentence
group. strips.
3. Distribute a set of
sentence strips to each Appendix 16
group.
4. Pupils read the
sentences and
sequence them in a
paragraph.
5. Pupils read the
arranged sentences
aloud.

Read and Play Rules:

1. Divide pupils into If the pupil answers

groups of four.
2. Distribute the board
game, dice and tokens.
3. Explain the rules.
4. Pupils read and play the
board game.
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
Peeping Mouse
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.
CONTENT
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
TEACHERS NOTE
Appendix 18 and 19
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
Fix Me Right
1. Put up the chart. Read the
text.
2. Distribute worksheets.
Pupils work in groups to
complete the worksheet.
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.
3. Distribute worksheets.
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.
CONTENT TEACHERS NOTE
Materials
Worksheet Appendix
This is a mango tree. 20
It is a big tree.
It has a trunk and long roots. Prepare cut-outs
It has big branches with many parts of a tree as in
leaves. Appendix 21
The leaves are green.
It has a lot of fruits.
They are mangoes.
They are sweet.
Materials
What is this? Pictures Appendix
This is a red hibiscus. 22
It is our national flower. Worksheet Appendix
It has five petals. 23
The petals are big.
What are these?
These are roses.
Roses are beautiful
The leaves are small.
They have thorns.
104
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 /
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.
CONTENT TEACHERS NOTES
Groups: Teacher helps with their
January March birth months, maybe
April June refer to the Pupils
July September Attendance Register.
October December
Word cards : Teacher must prepare
queen, there, sleeping, the word cards based on
beauty, girl, everyone, the story in the CD.
fairy, etc.
Boxes labelled with the Teacher can prepare
graphemes : small boxes or even little
ee, ea, ir, e-e, o-e, etc. baskets with the labels.
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
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.
Lets 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.
Teacher prepares the
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

107
 Appendix 2

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.

bird

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.

d
l o i ph
n

110
 Appendix 5

Read the word and trace it to the picture.

boat coat road float goat toad

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

4. flew drew chew

5. grew crew blew

6. crew chew flew

112
 Appendix 7

113
 Appendix 8

Crazy Poems

Animals Clothing

1144
 Appendix 9

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

APPENDIX IVb

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
 Appendix 13

c k t y m s v x p o h d r f j g u
s i t o n t h e c h a i r l b z
g w n f j p m a g a m e s
a b o o k i n t h e b a g t
q o e u e r u n y a
t h e r e i s a m a n g o o k
k s m a k e g z k f s y u e
a g n h e h a s a s i s t e r
m r e q j d v n h e
w a l k t o t h e g a t e i
a o i v f a n h d k u c x m

120
 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

Azlans Family Tree

Azlan

Azlan is my best friend. There are seven people in his family. His father
is Encik Ramli. Puan Siti is his mother. His grandfathers name is Encik Karim.
His grandmothers name is Puan Minah. He has a brother. His name is Halim.
His sisters name is Timah.

122
 Appendix 16

RIVER

BRIDGE

Lorong Sihat

123
 Appendix 17

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 hundred years went by.

a door. She opened the door. She Roses covered the palace. One

saw a woman. The woman was day, a prince came riding by. The

the old fairy. But the princess did prince went into the palace. He

not know that. saw the princess.

The princess hurt her finger. Once, there lived a king and

She cried out and fell. The old fairy a queen. The queen did not have a

laughed and went away. The child. They were very sad. Many

people found the princess. They years went by. Then, the queen

carried her to her room. had a baby. It was a girl!

Everyone was happy.

131
 Appendix 25

132
133
134
135
 THE WRITING SKILL
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 Learning Standards

3.1 By the end of the 6-year 3.1.1 Able to write in neat legible print:
primary schooling, pupils will be a) words
able to form letters and words b) phrases
in neat legible print including c) simple sentences
cursive writing.
3.1.2 Able to write numerals in neat legible print:
a) numeral form
b) word form

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.
3.2.1. 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. By the end of the 6-year 3.3.1 Able to create simple non-linear texts using a variety
primary schooling, pupils will of media with guidance :
be able to write and present
ideas through a variety of a) posters
media using appropriate b) signs
language, form and style.

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

ACTIVITY CONTENT TEACHERS NOTES

THINGS IN MY PENCIL Things in my pencil case: Prepare:

CASE - a pencil related pictures / realia
- a sharpener
1. Prepare a treasure box - a ruler
with objects in it. - an eraser
- a pair of scissors
2. Divide pupils into - a bottle of glue
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.

138
 ACTIVITY CONTENT TEACHERS NOTES

KIMS GAME Things in the classroom: Note:

May use other suitable
1. Put up a covered chart of realia.
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.

6. Pupils complete the

given worksheet.
Sample worksheet

a _____ _________
a _____ _________
a _____ _________
___ _____ _________
___ _____ _________

e.g.
a red bag

139
 ACTIVITY CONTENT TEACHERS NOTES

WHAT HAVE YOU? Suggested Song Note:

(Tune of : Are You Pupils to substitute
1. Distribute a few objects Sleeping?) underlined words
to the pupils.
Teacher sings:
2. Sing the song What
have you? I have a pencil,
I have a pencil,
3. Pupil 1 sings the answer What do you have?
and tags his/her friend to What do you have?
continue.
Pupils sing:
4. Pupils complete I have a ruler,
worksheet. I have a ruler,
What do you have?
What do you have?

Sample worksheet:
Complete the text.

1. I have a pencil,
I have _____ ________.

2. I have a ruler,
I _____ __ ______.

3. I have ___ _______,

I _____ ____ _______

140
 ACTIVITY CONTENT TEACHERS NOTES

HOW AM I DIFFERENT? Note:

May use other occupations
Samad
1. Pupils talk about their
parents occupations.
policeman
wears a blue uniform
2. Put up pictures of police station
occupations. patrol car

3. Pupils identify the 1. Samad is a __________

occupations displayed. 2. He ________
3. He works in the
___________
4. Pupils complete 4. He drives a __________
worksheet. _____

Farid

fireman
wears a helmet and boots
a fire engine
fire station

1. Farid is a __________
2. He ________
3. He drives ___________
4. He works at the
________________.

141
 ACTIVITY CONTENT TEACHERS NOTES

CHOOSE AND Sample picture:

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 Based on the picture,
shown. complete the text below.

4. Pupils complete the text.

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

142
Learning Standard:

3.1.2 Able to write numerals in neat legible print:

a) numeral forms
b) word forms

ACTIVITY CONTENT TEACHERS NOTES

A VISIT TO UNCLE BOBS Note:

FARM May use other pictures and
numbers
1. Put up animal picture
cards around the class.

2. Give out worksheets to

pupils.

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.
Sample worksheet:
5. The first pupil to
complete and get them e.g.
correct is declared the
winner. 2 two cats
2
_____ rabbits
6

_____ goats
4

143
Learning Standard:

3.1.1 Able to write numerals in neat legible print:

a) word form

ACTIVITY CONTENT TEACHERS NOTES

BREAK THE CODE Picture cards.

Example:
1. Paste picture cards on
the board.

2. Pupils name the pictures.

3. Write the first letter for

each picture. f o u r
___ ___ ___ ___
4. Pupils break the code
and the numerals are
spelt.
Sample worksheet:
5. Give worksheets to
pupils.

6. Pupils break the code. * * * * * *

___ ___ ___ ___ ___ __

* * * * * *

___ ___ __ ___ ___ ___

144
 ACTIVITY CONTENT TEACHERS NOTES

THE CHOO CHOO TRAIN

Sample: Prepare word cards to form
1. Divide pupils into groups. sentences.
Given numeral:
2. Give each group 5 Choo Choo train
wagon-shaped cards
with words written on
them. six

3. Pupils construct a Sample sentence:

sentence, placing each
word in a wagon to form
Susan has six blue shirts.
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.

145
 ACTIVITY CONTENT TEACHERS NOTES

THE STORY WRITER

Example: Prepare:
1. Divide pupils into Picture puzzle picture puzzles
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.

Puzzle picture:
A farm

1. This is Pak Dollahs

farm.
2. There are eight
chickens on his farm.
3. There are ten cows
under a tree.

146
Learning Standard:

3.1.1 Able to write numerals in neat legible print:

a) numeral form
b) word form

ACTIVITY CONTENT TEACHERS NOTES

FIND ME IF YOU CAN

1. Read the sentences. The python is hiding in Uncle

Bobs farm. Break the code and
2. Pupils solve the find what he did.
puzzle by decoding
the numbers
that represent the
letters of the
alphabet.

3. The first pupil to

decode the sentence
is declared the
winner.

20 8 5 6 1 20

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

4 21 3 11 19 1 14 4

20 23 15 7 15 1 20 19

147
Learning Standard:

3.2.1 Able to complete with guidance:

a) simple messages

ACTIVITY CONTENT TEACHERS NOTES

DEAR MAMA
Example:
1. Divide pupils into Teacher can have
groups. Sample A variations for:
- buy things from canteen
2. Give 3 variations of the - buy stationery from
Dear mama,
same message to the bookshop
groups.
Please buy me a _____
____ of orange juice, a
3. Read the message to
_____ of chocolate, a
the pupils.
_______ of sweets, a
________ of biscuits
4. Pupils complete the and ______ apples. I
given message. need these for my camp
next week.
5. Group leaders read out
the completed message. 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 TEACHERS NOTES

FRUITS

1. Put up information of
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

Sample poster:

Name: _____
Price: _____
Colour: _____

150
Learning Standard:

3.2.1 Able to complete with guidance:

a) posters

ACTIVITY CONTENT TEACHERS NOTES

PET FOR SALE Word cards with:

RM30.00 - name of animals
1. Divide pupils into - price
groups and distribute - colour
word cards. - food
- home
2. Distribute posters of 3
animals and a Poster (Appendix 1)
comparison table.

3. Pupils complete the RM10.00

table using word cards.

4. Pupils complete a
worksheet.

RM20.00

151
Sample worksheet:

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:

ACTIVITY CONTENT TEACHERS NOTES

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 4. ________ likes to eat

worksheet. ________ because
________.

153
 ACTIVITY CONTENT TEACHERS
NOTES

WHAT ARE Example: Ritas time table

YOU DOING?

1. Put up Mon Tue Wed Thur Fri

Ritas time 8.00- School school school school school
12.30
table. 12.30- Bathe Bathe & Bathe Bathe Bathe &
2.00 & lunch lunch & lunch & lunch lunch
2.00- Piano English Art Nap TV hour
2. Pupils talk 3.30 class tuition class hour
about 3.30- Math French Nap Video Nap hour
Ritas 5.00 tuition class hour game
hour
daily 5.00- Jogging Swimming Jogging Jogging Swimming
activities 7.00
based 7.00- Dinner Dinner Dinner Dinner Dinner
8.30
on the time 8.30- Study Study Study Study Study
table. 10.00 hour hour hour hour hour
10.00 zzzsleeping time.zzz
3. Pupils
complete
the
worksheet. On Monday, Rita has her piano lesson.

On Tuesday, Rita ___

__________________.

On Wednesday, ____
_________________.

On ______________
_________________

On ______________

_________________

On _____________

_________________

154
Learning Standards:

3.2.2 Able to write simple sentences with guidance.

3.2.4 Able to spell common sight words.

ACTIVITY CONTENT TEACHERS NOTES

WRITE AND DRAW

1. Read out the Sample worksheet:

sentences.

2. Pupils listen and write

out sentences read.

3. Pupils draw pictures

based on what they
have written. 1 I have a round face.
2 I have a big nose.
3 I have two small
eyes.
4 I have a big mouth.

155
Learning Standards:

3.2.3 Able to punctuate correctly:

a) capital letters
b) full stop

3.2.4 Able to spell common sight words.

ACTIVITY CONTENT TEACHERS NOTES

WHATS WRONG? Sample text:

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.

Sample worksheet:

Wrong Correct
spelling spelling
prety pretty

Rewrite the story

____________________
____________________
____________________
____________________
____________________

156
 ACTIVITY CONTENT TEACHERS NOTES

WHAT ARE THESE? Sample worksheet: Prepare:

word cards
1. Display pictures of Label the pictures. - apple
fruits. Then, complete the - sweet
sentence based on - grapes
2. Place word cards each picture. - juicy
below each picture.

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

This is an apple.
It is sweet.

____________

These are grapes.

They are juicy.

157
Learning Standards:

3.2.2 Able to write simple sentences with guidance.

3.2.4 Able to spell common sight words.

ACTIVITY CONTENT TEACHERS NOTES

CREATE NEW WORDS

Example:
1. Put up the word
refrigerator.
Refrigerator
2. Divide pupils into
groups.

3. Pupils create new words go rat

from the given word.

4. Pupils make simple

sentences based on the to
new words they have get
created.

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

158
Learning Standard:

3.2.2 Able to write simple sentences with guidance.

ACTIVITY CONTENT TEACHERS NOTES

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.

4. Distribute worksheets to
pupils.

Example:
I like cycling.
I dislike playing football.

Sample worksheet:
Tick () or () and make
sentences.

( ) ( 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

ACTIVITY CONTENT TEACHERS NOTES

LOST KITTEN Sample worksheet:

1. Tell a story.

2. Distribute worksheet.

3. Pupils create a lost and Name: ____________

found poster.
Type: _______
4. Repeat story if Colour of fur: ________
necessary. Colour of eyes: ______
Tail: ___________
Owner: ____________
Contact number: _____

Sample story:

160
 ACTIVITY CONTENT TEACHERS NOTES

THE TOTEM SAMPLE : SPORTS DAY

Date:
1. Talk about an event in Time
school. Place:

2. Divide pupils into

groups.

3. Pupils create a poster

for an event in their
school.

4. Provide information to SPORTS DAY

be included. SK SRI UTAMA
DATE: _____
TIME : _____
PLACE: _______________

161
Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

DRAW ME

1. Display signs that pupils Suggested instructions:

can see in the school.
Keep quiet!
2. Write simple Do not litter!
instructions on the Do not step on the grass!
board.

3. Pupils draw signs for

the instructions with
guidance.

Keep quiet!

162
Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

POSTER or Sample poster:

ADVERTISEMENT
Food in the
1. Take pupils to the
school canteen. canteen

2. Talk about food sold at

the canteen.

3. Pupils create a poster

to show food sold in the
canteen and label them.

163
Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

ROAD SAFETY MATCHING

ROAD SIGNS
1. Talk about road safety.

2. Place picture cards of

road signs around the
classroom.

3. Distribute worksheets.

4. Pupils draw road signs

and colour them.

164
 Appendix 1

165
 LANGUAGE 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 LEARNING STANDARDS

4.1 By the end of the 6- 4.1.1 Able to enjoy action songs and jazz chants
year primary schooling, through non-verbal response.
pupils will be able to
enjoy and appreciate 4.1.2 Able to sing action songs and recite jazz
rhymes, poems and chants with correct pronunciation, rhythm
songs through and intonation.
performance.

4.2 By the end of the 6-

4.2.1 Able to respond to:
year primary schooling,
pupils will be able to
express personal a. book covers
response to literary b. pictures in books
texts. c. characters

with guidance.

4.3. By the end of the 6- 4.3.1 Able to produce simple creative works
year primary with guidance based
schooling, on:
pupils will be able to a) action songs
plan, organize and b) jazz chants
produce creative works c) stories
for enjoyment.
4.3.2 Able to take part with guidance in a
performance
based on:
a) action songs
b) jazz 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

ACTIVITY CONTENT TEACHERS NOTES

Stuck! Suggested Action Song: Suggested actions:

Pupils do actions Here We Go Round The
according to the lyrics Mulberry Bush Here we go round the
while standing in a spot. Here we go round the mulberry bush
mulberry bush [clap your hands in a
1. Pupils stand in a spot The mulberry bush [2x] circular motion]
and do the required Here we go round the
actions as mulberry bush We wash our face
demonstrated by the So early in the morning [action of washing face
teacher. with both hands]
This is the way we wash
our face We brush our teeth
Wash our face [2x] [action of brushing teeth]
This is the way we wash
our face We have our bath
So early in the morning [action of having a bath]

This is the way we brush We comb our hair

our teeth [action of combing hair]
Brush our teeth [2x]
This is the way we brush
our teeth
So early in the morning

This is the way we have

our bath
Have our bath [2x]
This is the way we have
our bath
So early in the morning

This is the way we comb

our hair
Comb our hair [2x]
This is the way we comb
our hair
So early in the morning

168
 ACTIVITY CONTENT TEACHERS NOTES

Hooked! Suggested Jazz Chant: Prepare oranges or any

Pupils do actions Orange Shake other suitable fruits to
according to the words match the jazz chant
while standing in a spot. Shake an orange, shake
an orange Suggested actions:
1. Pupils stand in a spot Shake, shake an orange,
and do the required Shake. Shake an orange
actions as [clenched fist in a shaking
demonstrated by the Peel an orange, peel an motion]
teacher. orange
Peel, peel an orange, Peel an orange
Peel. [action of peeling the skin
of an orange]
Slice an orange, slice an
orange, Slice an orange
Slice, slice an orange, [action of slicing an
Slice. orange]

Chop an orange, chop an Chop an orange

orange, [action of chopping an
Chop, chop an orange, orange]
Chop.
Eat an orange
Eat an orange, eat an [action of eating an
orange, orange]
Eat, eat an orange,
Eat.

Recorded song.
Lets move! Suggested Action Song:
Pupils do actions Here We Go Round The Suggested actions:
according to the lyrics Mulberry Bush Here we go round the
while moving around in mulberry bush
groups. [clap your hands in a
circular motion]
1. Pupils do the
required actions as We wash our face
demonstrated by the [action of washing face
teacher while moving with both hands]
around in tempo.
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]

169
 ACTIVITY CONTENT TEACHERS NOTES

Lets Jazz! Suggested Jazz Chant: Recorded song.

Pupils do actions Orange Shake
according to the words Prepare oranges or any
while moving around. other suitable fruits to
match the jazz chant
1. Pupils do the
required actions as Suggested actions:
demonstrated by the
teacher while moving Shake an orange
around in tempo. [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]

Lets Line Dance! Suggested Action Song: Recorded song.

Pupils line dance while Here We Go Round The
listening to the song. Mulberry Bush Suggested dance steps:

1. Pupils stand in lines. 1. Step right, step right,

clap
2. Teacher teaches basic 2. Step left, step left, clap
dance steps. 3. Step forward, step
forward, clap
3. Pupils learn and dance. 4. Step back, step back,
clap

Teachers may use other

suitable songs and steps.

170
LEARNING STANDARD:

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

ACTIVITY CONTENT TEACHERS NOTES

Lets Cheer Suggested Action Song: Lyrics and phrase cards.

Pupils sing the action song Here We Go Round The
with correct pronunciation Mulberry Bush Phrase cards
and tempo.
Here we go round the wash our face
1. Teacher sings action mulberry bush
song with correct The mulberry bush [2x]
pronunciation and Here we go round the brush our teeth
tempo using phrase mulberry bush
cards to show actions. So early in the morning
have our bath
2. Pupils listen and sing This is the way we wash
with correct our face
pronunciation. Wash our face [2x] comb our hair
This is the way we wash
3. Divide class into two our face
groups. One group So early in the morning
shows a phrase card Suggestion:
and the other group This is the way we brush
does action while our teeth Use other songs for
singing. Brush our teeth [2x] variation:
This is the way we brush
our teeth e.g:
So early in the morning
If youre happy...
This is the way we have
our bath Old McDonald...
Have our bath [2x]
This is the way we have Hokey Pokey...
our bath
So early in the morning

This is the way we comb

our hair
Comb our hair [2x]
This is the way we comb
our hair
So early in the morning

171
 ACTIVITY CONTENT TEACHERS NOTES

Lets Chant Suggested Jazz Chant: Prepare lyrics and phrase

Pupils recite jazz chants Orange Shake cards.
with correct pronunciation
and tempo. Shake an orange, shake Phrase cards
an orange
1. Teacher recites jazz Shake, shake an orange,
peel an orange
chant with correct Shake.
pronunciation and
tempo. Peel an orange, peel an slice an orange
orange
2. Pupils listen and recite Peel, peel an orange,
with correct Peel. chop an orange
pronunciation.
Slice an orange, slice an eat an orange
orange,
Slice, slice an orange,
Slice.

Chop an orange, chop an Use other fruits suitable

orange, for this chant.
Chop, chop an orange,
Chop.

Eat an orange, eat an

orange,
Eat, eat an orange,
Eat.

Lyric Tag Suggested Action Song: An object that the pupils

A pupil tags a friend to
continue his or her
recitation of the lyrics or
words of an action song or
jazz chant.
1. Divide pupils into
groups.
Here We Go Round The can use to tag a friend
Mulberry Bush e.g. bean bag, toy
hammer.
Suggested Jazz Chant:
Orange Shake
Use other suitable songs
or jazz chant.

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.

172
 ACTIVITY CONTENT TEACHERS NOTES

Echo Wall Suggested Jazz Chant: Use other suitable jazz

Pupils listen and repeat Orange Shake chants if necessary.
the lines of the jazz chant
in an echo form.

1. Divide pupils into

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.

`Boria One Malaysia Lyrics of the song.

Pupils sing the song with
correct pronunciation.
1. Teacher sings the song
line by line and the
pupils follow.
2. Teacher incorporates
actions while singing.
[boria style]
Tune of: Malaysia Baru
Use any other suitable
We are friends, we live in songs or performance
harmony styles.
Everyone from villages
and cities
We are one big happy
family
Malaysia, our beautiful
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.

ACTIVITY CONTENT TEACHERS NOTES

Total Recall Suggested fairy tale: Picture cues.

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.
Cinderella Appendix 1
Pictures taken from
http://www.coloriez.com
Teacher may use other
suitable fairy tales
Teacher may use
recording of story

4. Pupils rearrange
pictures according to
the story.

5. Pupils talk about story

with guidance.

Pick Me! Suggested fairy tale: Figurines of characters:

Pupils talk about a chosen Cinderella Appendix 2I
character.
1. Pupil picks out the 1. Cinderella
figurine of a character 2. Fairy Godmother
from the fairy tale. 3. Prince
4. Stepmother
2. Pupil talks about that 5. Stepsisters
character with
6. Mice
guidance.

I Am.. Suggested fairy tale: Props :

Pupils role play characters Cinderella
from the fairy tale. 1. a wand

1. Pupils pick a prop 2. a mask

related to a character
from the fairy tale. 3. a crown

4. a shoe
2. Pupils role play that
character. 5. a cane

174
ACTIVITY CONTENT TEACHERS NOTES

Bubble Up Suggested fairy tale: Bubble chart for the

Cinderella characters from the fairy
Pupils draw a bubble chart tale.
based on a character from Example of personality
a fairy tale. traits: Appendix 4
Cinderella
1. Pupils pick a character - pretty
from a fairy tale. - hardworking
- obedient
2. Pupils discuss the - kind
characters personality
traits with their group Stepmother
members. - mean
- cruel
3. Pupils then fill the - lazy
bubble around the - bad
character
with the characters
personality traits.

May I Know? Suggested fairy tale: Sample of interview

Pupils interview a Cinderella questions
character from a fairy tale.
Appendix 3a
1. Pupils are paired. Appendix 3b

2. Pupil 1 is the reporter Pupils may reverse roles.

and pupil 2 is the
chosen character. Make use of any
characters from the fairy
3. The reporter will tale
interview the character
with guidance

175
LEARNING STANDARD:

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

ACTIVITY CONTENT TEACHERS NOTES

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
characters from the fairy
tale.

2. Pupils create costumes

and props for the
characters.

3. Pupils dress up the

figurines.

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
 ACTIVITY CONTENT TEACHERS NOTES

Lets Party Sample invitation card.

Pupils create an invitation
card to a party. Appendix 5

1. Pupils are shown a May use ICT to prepare

sample of an invitation cards.
card to a party.

2. Pupils
create their own
invitation card.

My Fairy Tale Car Sample of the carriage Pumpkin template.

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.
from Cinderella.
Appendix 6
Remind pupils to bring
their own props
Display other samples of
carriages.

3. They exhibit their

carriage in the
classroom.

My Desk Mat Sample characters/ Materials for the desk mat:

objects from a fairy tale: - drawing paper or
Pupils are required to manila card
create their own desk mat Cinderella - coloured pencils
based on the characters or carriage - crayons
props from a fairy tale or pumpkin - glue
jazz chant or action song. glass slippers - scissors
prince - stickers
1. Pupils choose a - coloured paper
character or prop
from a fairy tale or jazz Use other techniques to
chant or action song. create desk mat.
2. They create a desk mat
based on the character
object chosen.

177
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
ACTIVITY
Readers Theatre
Pupils perform a fairy tale
with expression.
1. Pupils are given the
dialogue of a fairy tale.
2. Pupils are divided into
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.
1. Pupils are given the
dialogue for the puppet
show.
2. Read through script
with pupils.
3. Pupils are trained for
their presentation.
4. Pupils perform the
puppet show.
CONTENT TEACHERS NOTES
Sample dialogue for Dialogue for Readers
Readers Theatre Theatre
Appendix 7
Teacher may use other
suitable dialogue
Sample dialogue for the Dialogue for the puppet
puppet show 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.
178
 ACTIVITY CONTENT TEACHERS NOTES

Ode to Cinderella Sample Jazz Chant Lyrics for the jazz chant.
Pupils perform the jazz
chant given. Appendix 8

1. Divide pupils into Use other suitable fairy

groups. tales if need be.

2. Display the jazz chant.

3. Pupils read aloud.

4. Pupils are trained for

the performance.

5. Pupils perform the jazz

chant.

Lets Put Up A Show Sample Action Song: Lyrics of the action song
Pupils perform action Here We Go Round The or other suitable action
songs in groups. Mulberry Bush songs

1. Pupils are divided into

groups.

2. Pupils practice for the

performance.

3. Pupils perform the song

with their own actions.

Pantomime Sample action song: Action song or jazz chant

Pupils perform a Here We Go Round The
pantomime of an action Mulberry Bush Use other suitable action
song or jazz chant. songs or jazz chants
Sample jazz chant:
1. Pupils are divided into Orange Shake
two groups.

2. Group 1 reads the

action song or jazz
chant aloud.

3. Group 2 mimes the

corresponding actions.

179
 Appendix 1

180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
 Appendix 2

197
198
199
200
201
 Appendix 3

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

Invitation for

PLEASE COME TO MY PARTY.

205
 Appendix 6

206
 Appendix 7

207
 Appendix 9

THE WARNING

Cindy, Cindy, Cindy, Cindy, Cinderella dear

Wakey, wakey, hurry, hurry
They are near.

Cindy, Cindy, Cindy, Cindy, Cinderella dear

Hurry! Hurry! Or youll hear.

Wheres my tea? Wheres my dress?

Have you polished my boots?
Have you made my bed?
What do you mean, not yet?

Cindy, Cindy, Cindy, Cindy, Cinderella dear

Wakey, wakey, hurry, hurry
They are here.

208
SAMPLE LESSONS
Sample Lesson 1
Focus: Listening and Speaking

Theme: World of Self, Family and Friends

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

Content 1.1 By the end of the 6-year primary schooling, pupils will be
Standard able to pronounce words and speak confidently 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 1.1.1 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 classroom.

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 Listening Elicit the sound click
pupils to mimic the Mimic
sound made by the
camera.
3. Do the actions of Kinaesthetic Activity
clicking and pupils
follow.
4. Pupils take turns to do Responding to peers
the actions of clicking
the camera and others
say click, click, click.
5. Introduce the song line Drilling through fun and Song lyrics
by line. Pupils repeat. play [Appendix 1]
Musical Intelligence
6. Pupils sing the song Repetition and Action: clicking a camera
and do actions. reinforcement
7. Repeat the activity by Repetition and
the pupils clicking at reinforcement

211
 each other while
singing.
8. Divide pupils into Kinaesthetic Activity
groups. Pupils do
the action of taking
photos of group
members.
9. Give each pupil the Visual Spatial Friendship Pin-Up
Friendship Pin-up. [Appendix 2]
Pupils interview their (Reserve the new friend
friends and complete column for Language Arts
the worksheet. Activity)
Pupils can sketch a
simple portrait of their Suggested instructions:
friends based on given 1. Draw a big circle in the
instructions. 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.
10. Collect the Friendship Display the Friendship
Pin-up. Pin-ups.
Assessment:
1. Pupils are able to Observation
interact with each
other.
2. Pupils are able to
complete the task.
Remedial: Identifying Friendship Pin-Up
1. Pupils join dotted lines [Appendix 2b]
to complete the sketch
of their friends.
Enrichment: He/She is ________.
1. Pupils talk about their Question and Answer He/She is eight years old.
friends based on the Interpersonal He/She likes
information gathered. ___________. He/She
likes to eat _________.
* Pupils can talk about any
information gathered.

212
Focus: Reading

Theme: World of Self, Family and Friends

Topic: F.R.I.E.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.

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

a. read and understand simple phrases
b. gather information
Time 30/60 minutes

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

Activity Teaching and Learning Notes

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 Repetition and Select pupils
information gathered. reinforcement randomly.
8. Collect Friendship Pin- Staple worksheet to
Ups and worksheets. Friendship Pin-Up of
each pupil.
Assessment:
1. Pupils are able to Observation
gather required
information.
2. Pupils are able to
complete the task.
Remedial: Identify and read Appendix 3
1. Teacher guides pupils to
read the phrases on
Appendix 3.

Enrichment:
1. Pupils gather more Question and Answer Suggested further
information about their Interpersonal information:
friends chosen for their hobbies
Friendship Pin-Up.

214
Focus: Writing

Theme: World of Self, Family and Friends

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 3.2.1 Able to complete with guidance:

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 friends
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 Copying
information correctly.
2. Pupils write with correct
spelling and punctuation.
Remedial:
1. Pupils copy phrases Write neatly
from the word list.
Enrichment:
1. Pupils decorate their Visual Spatial Teacher may provide
Friendship Pin-Up. 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 Teaching and Learning Notes

Strategy
1. Chants jazz chant with Modelling Modulate voice to
the alien toy. show two different
characters
2. Divide pupils into two
groups: friendsters and
aliens.
3. Put up jazz chant. Reading aloud My New Friend
Recite the jazz chant. [Appendix 9]
Pupils follow in their
respective groups.
4. Pair a friendster with an Determine the pairs to
alien. Randomly select make sure they are
a few pairs to chant. new friends to each
other.
[they must not be
already in each
others Friendship
Pin-Up.
5. Pupils chant in pairs. Say aloud

6. Distribute Friendship Verbal Linguistic Friendship Pin-Up

Pin-Up. Pupils [Appendix 2]

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

218
 Appendix 1

219
 Appendix 2a

Friend 2
Friend 1
ME

220
 Appendix 2b

ME
_________________________

______________

221
 Appendix 3a

My Friend

222
 Appendix 3b

223
 Appendix 4

Word List : Colours

224
 Appendix 5

Word List : Food

225
 Appendix 6
Name : ______________ Class : _______
Friend 1 Friend 2 Friend 3 Friend 4
Name
Age
Favourite
food
Favourite
colour
226
 Appendix 7

227
 Appendix 8

Complete the sentences correctly.

Friend 1

1.

228
 Appendix 9

My new friend

229
Sample Lesson 2
Focus : Listening & Speaking

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard : 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.

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

1.1.4 Able to talk about a stimulus with guidance.

Objectives : By the end of the lesson, pupils should be able to :

i. say words which contain the phoneme
/ /.
ii. name characters in the story.
iii. respond to simple questions based on the story.

Time : 60 minutes

Teaching Aids : Pictures ( Picture Cards / PowerPoint)

Teaching & Learning

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

Sample questions :
2. Ask questions. Question & Answer session
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?

3. Tell the story : Story-telling Picture cards/PowerPoint

The Ant and The Presentation : The Ant and
Dove The Dove
(Appendix 1)

231
4. Ask questions based Brainstorming Sample questions :
on the story and pupils
respond. 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 Repetition through drillling boat, bow, arrow, no , Joe
the phoneme / /.
6. Articulate the sound Show pupils the mouth
/u/ and pupils repeat. movement.
7. Repeat words.

8. Divide the pupils into 5 Reinforcement through fun Picture cards

6 groups and give and play (Appendix 2)
each group a set of
pictures.

9. Pupils pick out pictures

that show the words
with the phoneme /u/.

Assessment :
Able to read the focus
words correctly. Observation

Remedial : Reinforcement through drilling

Work with pupils who have
difficulty saying the focus
words.

Enrichment :
Get pupils to name and Appendix 3
draw the characters in the
story.

232
Focus : Reading

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard : 2.1 By the end of the 6-year primary schooling, pupils will be
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.

Learning 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

Objectives : By the end of the lesson, pupils should be able to :

i) pronounce and blend words with the phoneme /u/
correctly.
ii) identify words with /u/ sounds.
iii) read a short story with guidance.

Time : 60 minutes

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

Teaching & Learning

Activity Strategy Notes
1. Show the cover of the Recalling Cover of The Ant and the
story. Dove using picture cards
/ power point.

2. Ask questions. Question & Answer session 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 ?

233

3.Display the story and read
the story aloud. Pupils
repeat after teacher.
5.How did the ant help the
dove?
Reading aloud with correct Picture cards/PowerPoint
articulation and pronunciation. Presentation :
The Ant and The Dove

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

5. Put up letter cards of the

words with the /u/ b oa t
sound.
Practice
6. Articulate the sounds to b ow
blend the words. Pupils
follow.
a rr ow
ww
n o

J oe

7. Pick a few pupils and Prepare letter cards with

hang the letter cards strings attached.
around their necks.

8. Say out the words and Practice and reinforcement.

pupils with the respective b oa t
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 /u/ sound.
Assessment :
Pupils complete a Observation
worksheet by identifying
words with the phoneme
/u/.

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

234
pronunciation while
focussing on the phoneme
/u/.

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 neat
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

Activity Strategy Notes
1. Put up a song chart. Recalling story through fun Appendix 5
and play
2. Show the story to pupils Integrate reading skill Can read individually / as
and call out pupils whole class
randomly to read. (*use power point/picture
cards)

3. Ask questions on the Reinforcement of the Sample questions:

sentences with words phoneme / /. T : What did the leaf
that have the phoneme look like?
/ /. P : The leak looked like
a boat.

T : What was the

hunters name?
P : The hunters 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!

236
4. Distribute worksheets to Practice Appendix 6
pupils.

5. Pupils match phrases to

form sentences and
write them down.

Assessment :

Pupils write simple Observation & Correction

sentences correctly.

Remedial :
Pupils match sentences
with the pictures. Application Appendix 7

Enrichment :
Pupils construct sentences
based on the words given. Application Appendix 8

237
Focus : Language Arts

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard : 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.

Learning Standards : 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 works with guidance based

on
c) stories

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

a) action songs

Objectives : 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.

Time : 60 minutes

Teaching Aids : pictures (picture cards/ PowerPoint) , manila cards, scissors,

colour pencils

Activity Teaching & Learning Notes

Strategy
1. Display the song.

2. Pupils sing along with the Reinforcement through fun Appendix 5

teacher with appropriate and play.
actions.

3. Divide class into three

groups. Prepare mask templates
for the characters.
4. Each pupil in the group is
given a mask template. (Appendix 9 )

Group 1 : ant
Group 2 : dove

238
 Group 3 : hunter

5. Pupils draw out the mask

individually on a manila Creative works.
card, colour and cut it out.

6. Display song again.

7. Pupils stand in groups and Performance Guide pupils with the

put on masks while singing actions.
the song with actions.

Assessment :

1. Observe pupils hands on Observation

activity.

2. Observe students ability to

sing with correct
pronunciation.

239
 Appendix 1

240
241
242
243
244
245
246
247
248
249
250
 Appendix 2

251
252
253
254
255
256
257
 Appendix 3

____

__________

258
 Appendix 4

1.

2.

4.

259
 Appendix 5

260
 Appendix 6

A B

1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

261
 Appendix 7

262
 Appendix 8

1. 2.

_________________________ _________________________
___ ___

3. 4.

_______________________
_________________________
___

5.

_________________________
___

263
 Appendix 9

264
265
266
Sample Lesson 3
Focus Listening and Speaking

Theme World of Knowledge

Topic My Beautiful Body

Content 1.1 By the end of the 6-year primary schooling, pupils will be
Standard able to pronounce words and speak confidently 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 Standard 1.1.3 Able to listen to, say aloud and recite rhymes or sing
songs.
1.2.2 Able to listen to and follow :
(a) simple instructions in the classroom

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

i) listen to and sing the song Ten little fingers in correct
rhythm
ii) listen to and follow simple instructions correctly
Time 60 minutes

Teaching Aids word cards , cassette and player

Teaching and Learning

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

3. Introduce body parts to Listening Teacher points to the body

the pupils orally. Pupils
listen and repeat.
Repetition parts when introducing the
various parts.
Parts of the body:
eyes, nose, mouth, ears,
hands and legs

4. Point to the parts of the Vocabulary Parts of the body:

body and pupils name eyes , nose , mouth , ears,
them. hands and legs

267
5. Pair up the pupils. Listening and speaking Sentence Patterns
Pupils practise asking Q : What is this?
and answering A : This is a nose.
questions related to
body parts.

6. Show word cards and Reading aloud Word cards

pupils read them. eyes, nose, mouth, ears,
hands and legs

7. Play a recorded song Listening and singing Song : Ten Little Fingers
on tape. Pupils listen (Appendix 1)
and sing along with
action.

8. Play the game Simon Following instructions Instructions :

says . in the class. a) Point to the nose.
b) Clap your hands.
c) Close your eyes.
d) Open your mouth.
e) Lift your leg.

Assessment :
a) Pupils name the body
parts shown by teacher. Observation Activity 4
b) Pupils ask and answer
questions related to Observation Activity 5
body parts.
c) Pupils do the action
during the game Simon Observation Activity 8
says

Remedial :
a) Peer teaching - Pupils
take turns to name the Recalling
body parts shown by
their partner.

Enrichment :
a) Pupils draw and label
the parts of a body. Labelling

2687
Focus: Reading

Theme: World of Knowledge

Topic: My Beautiful Body

Content 2.1 By the end of the 6-year primary schooling, pupils will be
Standard able to apply knowledge of sounds of letters to recognize
words in linear and non-linear texts.
2.2 By the end of the 6-year 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 range of strategies to construct
meaning.

Learning Standard 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.

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

i) blend phonemes into correct words and read them aloud.
i) read and identify at least three phrases in a jazz chant.
ii) read and understand sentences in the jazz chant.

Time 60 minutes

Teaching Aids picture cards , word cards , grapheme cards , chart

Teaching and Learning

Activity Strategy Notes
1. Pupils sing the song Recalling and Teacher can play the song
Ten Little Fingers. reinforcement on tape if the pupils cant
recall the rhythm.
(Appendix 1)

2. Show picture cards Recalling Teacher needs to prepare

and pupils name them. Vocabulary picture cards of :
round, mouth, loud, scout,
blouse

3. Point out the phoneme Phonics Word List :

for the grapheme ou Pronunciation round, mouth, loud, scout,
from the words. Pupils blouse
say aloud the phoneme
//.

4. Pupils read the words Reading Teacher drills the pupils to

again as shown by Practice read the words while

269
 teacher while stressing stressing on the phoneme
on the phoneme. taught.

5. Stick jumbled up Blending sounds Grapheme cards:

grapheme cards eg.
on the board. Call pupils
r ou n d
randomly to form words
using the cards while
teacher says the Teacher needs to prepare
phoneme. grapheme cards for the
words in the word list.
6. Pupils read the words Practice
formed, stressing on Reinforcement
the phoneme learned.

7. Put up a chart with the Chanting Jazz Chant :

jazz chant. Read aloud Kinaesthetic activity What I Have
and pupils repeat the (Appendix 2)
chant.

8. Divide the pupils into Practice

two groups. Pupils read
the jazz chant in
groups.

9. Pick out a phrase from Reading phrases Phrases ;

the chant and say it round eyes
aloud. Pupils repeat it. big mouth
sharp nose

10. Pupils identify the Identifying and reading Teacher can help the
other phrases in the pupils to identify the
chant and read them phrases.
aloud.

11. Distribute worksheets Teacher duplicates the

to pupils. Pupils worksheet and explains
complete the task. the task to the pupils.
Worksheet (Appendix 3)

Assessment:
a) Pupils read sentences
from the sentence Observation Teacher needs to prepare
cards. sentence cards.
b) Pupils complete the (Appendix 4)
task in their worksheet. Written assessment

Remedial: Word List:

a) Reinforce words with round , mouth , loud ,
the phoneme //. scout , blouse
Enrichment: Duplicate crossword
a) Pupils solve a puzzle accordingly.
crossword puzzle. (Appendix 5)

270
Focus Writing

Theme World of Knowledge

Topic My Beautiful Body

Content 3.1 By the end of the 6-year primary schooling, pupils will be
Standard 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.

Learning Standard 3.1.1 Able to write in neat legible print:

b) simple sentences
3.2.2 Able to write simple sentences with guidance.

Objective By the end of the lesson, pupils will be able to write at least
five simple sentences with correct spelling and punctuation.
Time 60 minutes

Teaching Aids jigsaw puzzle , LCD projector

Teaching and Learning

Activity
1. Divide the pupils into six
groups. Distribute
jigsaw puzzle of a body
part to each group.
Strategy Notes
Teacher has to enlarge 6
different pictures of body
parts and cut them into
jigsaw puzzles.

2. Pupils assemble the Solving jigsaw puzzle Teacher can reward the
jigsaw puzzle and name first group that assembles
them. the jigsaw puzzle.

3. Distribute worksheet to Listening Teacher needs to read the

the pupils. Read aloud phrases loudly and clearly.
the phrases. (as found Options : Teacher can
in Appendix 2) also record the phrases on
a cassette.
Worksheet (Appendix 6)

4. Pupils write the phrases Writing Teacher can put up some

on worksheet. Pupils Drawing of the drawings on the
draw the parts of the board. (Appendix 6)
face.

5. Pupils write sentences Writing Teacher should check the

using the phrases given spelling and punctuation in
by the teacher. Go the sentences. (Appendix
around and check the 6)
pupils work.

271
6. Project the jazz chant Chanting Jazz Chant :
What I Have on the Kinaesthetic activity What I Have
screen. Pupils read the (Appendix 2)
jazz chant in groups of
five.

7. Pupils work in their Writing Teacher goes around and

groups and come out helps the groups that have
with three more stanzas difficulties in their task.
for the jazz chant. eg. two small eyes
Check the groups work. two long legs
two strong hands
8. Pupils chant the Chanting Teacher can do this
stanzas written by them. Kinaesthetic activity activity as a competition.
The most creative group
wins the competition.
Assessment:
a) Pupils write sentences Teacher needs to prepare
using the words given. Written worksheet. (Appendix 7)

Remedial:
a) Pupils rearrange Teacher prepares a
jumbled up words to Writing worksheet with jumbled
form sentences. words.

Enrichment:
a) Pupils complete a Duplicate the worksheet
worksheet grouping Grouping accordingly.
the actions to the Writing (Appendix 8)
correct body parts

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

Activity Teaching and Learning Notes

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 Creating stanzas for the Appendix 9
groups. Pupils work in song
groups and create four
more stanzas for the
song.

4. Pupils perform the song Performance

in groups.

5. Pupils recall and recite Whole class activity Jazz Chant: What I Have
the jazz chant. (Appendix 2)

6. Pupils sing the song. Whole class activity Song: Ten Little Fingers
(Appendix 1)

273
 Appendix 1

SONG

274
 Appendix 2

JAZZ CHANT

-
-
-
-

275
 Appendix 3

WORKSHEET
Fill in the blanks

276
 Appendix 4

READING ASSESSMENT

277
 Appendix 5

Complete the crossword puzzle below.

278
 Appendix 6

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

279
 Appendix 7

ASSESSMENT

280
281
 Appendix 8

ENRICHMENT ACTIVITY

282
283
 Appendix 9

SONG

IF YOU ARE HAPPY AND YOU KNOW

-
-
-
-

284
Sample Lesson 4
Focus Listening and Speaking

Theme World of Self, Family and Friends

Topic Find the Way

1.2 Pupils will be able to listen to and respond appropriately in

Content Standard
formal and informal situations for a variety of purposes.

1.2.2 Able to listen and follow:

Learning Standard
(b) simple directions to places in the school.

By the end of the lesson, pupils will be able to listen and follow
Objective
simple directions to places in the school.

Time 30 / 60 minutes

Teaching Aids chart, picture cards, dice

Activity Teaching & Learning Notes

Strategy
1. Put up numbered Picture cards of places in
picture cards on the Oral Response the school.
board. Pupils throw a Fun learning e.g. canteen, office , etc.
dice and name the Playing a game
pictures according to
the number.
1

Assessment
Observe pupils ability to Observation
listen and follow simple
directions.

Remedial
Repeat the chant with
pupils. Guide them to follow Reinforcement Jazz chant
directions.

Enrichment
Pupils are divided into two Use the jazz chant given.
groups. Team work Each group takes turns to
Group 1 : ask questions ask and give directions.
Group 2 : answer e.g:
Group 1 How do I go to
the canteen?
Group 2 Go straight, turn
right.

285
Focus Reading

Theme World of Self, Family and Friends

Topic 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.

Learning Standard 2.1.1 Able to recognise and articulate initial, medial and final
sounds (phonemes) in single syllable words within
given context:
(a) [igh]
2.1.2 Able to blend phonemes into recognizable words and
read them aloud.

Objective 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 / 60 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 /aI/
with its action and sound.
Pupils follow.

.
4. Blend the set A to igh
and then to set B cards. Practice

Word cards

high thigh
right night
right bright

286
 set A set B

th t
igh
l t

h t
t

n t

r t

br t

5 Pupils recite the jazz Recalling Appendix 2

chant with the [igh]
words.

Assessment
Pupils articulate the sound Observation
[igh] in single
syllable words.

Remedial

Guide pupils with chant. Reinforcement Appendix 2

Enrichment

1. Use the word spinner. Appendix 3

Recalling
2. Pupils take turn to spin.
3. Pupils blend the onset and
rime letters to form correct
words.
4. Pupils read the words.

287
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

Objective 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 Teaching & Learning Notes

Strategy

1.Pupils identify places Recalling picture cards of places in

in school. school.

Drill pupils with Drilling symbol cards

direction phrases
using symbols.

Phrase cards:
turn right, turn left, go straight

2. Pupils match the Drilling Appendix 4

words to pictures in Worksheet 1
the worksheet given.

3. Pupils label the Drilling Appendix 5

pictures with the Worksheet 2
given words.

Assessment: Appendix 6
worksheet 3
practice
Pupils complete the
worksheet. Appendix 7
worksheet 4

288
Remedial:
Appendix 8
Pupils complete the drilling worksheet 5
worksheets.

Enrichment:
Appendix 9
consolidation
Pupils study the map to worksheet 6
complete the task

289
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

291
 Appendix 2

292
 Appendix 3

293
 Appendix 4
Worksheet 1

1.

2.

3.

4.

5.

6.

294
 Appendix 5
Worksheet 2

Choose and write.

1. ______ 2. _______

3. _________ 4. _______

5. ______ 6. _________

295
 Appendix 6
Worksheet 3
Rearrange the letters

1.

3.

_________ ________

5.

______ _______ _ _

296
 Appendix 7
Worksheet 4
Read and label

1.

___________ _____________________

2.

___________ _____________________

3.

___________ _____________________

297
 Appendix 8
Worksheet 5

__________ __________ and _____________ ______________

__________ __________ and _____________ ______________

__________ __________ and _____________ ______________

__________ __________ and _____________ ______________

298
 Appendix 9
Worksheet 6

Look, think and write.

299
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 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 ) 1.1.1 ( g )
environmental instrumental body rhythm and alliteration voice sounds Oral blending
sounds sounds percussion rhyme and
NAMES segmenting
OF Act. Act. Act. 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 1 2 3

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 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

No. Name the final sounds ( phonemes ) in single syllable words Remarks
within given context :
ai ee igh oa oo ar or ur ow oi ear

305
 CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR READING
2.1.2 Able to recognize and articulate initial, medial and
No. Name the final sounds ( phonemes ) in single syllable words Remarks
within given context :
air ure er ay ou ie ea oy ir ue aw
306
 CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR READING

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 i-e o-e u-e

307
 CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR READING
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
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 ones 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 Mohamad

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 Prasad
En. Rosdy Wahid
Cik Ewe Choy Choo

Contributors: Pn Christine Gnanasothy Sivilingam

SK Bandar Sunway, Petaling Jaya
Pn Sharon a/p Savarimuthu
SK Seri Selangor, Subang Jaya
Pn Kwa Jin 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 Nawar
Pn Siti Rohani Mohd Noor
SK Serting Hilir Kompleks, Bandar Seri Jempol
En Lai Pak Siong
SJKC Katholik, Melaka
Cik Suen Sau Chun
SJKC Ave Maria Convent, Ipoh
Pn Tanggam a/p Karuppiah
SK Relong, Kuala Lipis

Pn Kanmit Kaur a/p Gurbachan Singh

SK Wan Ibrahim, Kuala Lipis
Pn Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak
Pn Hemalatha a/p N. Govindasamy
SK Perwira, 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
Pn 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/l 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 Ratnam
SK Batu Kikir, Batu Kikir
Pn Nor Zihana bt. Jamaludin
SK Putrajaya P8 (1), Putrajaya
En Nagarajan a/l 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. Narayanan

SK Ayer Puteh, Kemaman
Cik Vivegi a/p T. K. Rajagopal
SK Ujong Pasir, Melaka
Pn Saratha a/p Sri Kandan
SK Puchong Jaya, Puchong
Pn Gloria Marsh
SK Taman Rasah Jaya, Seremban

Editors: Cik Mageswary a/pRaja Ratnam

SK Mahmud, Raub
Pn Kwa Jin 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 Matilda Jayaprabha a/p David
SK Taman Mount Austin, Johor Baru
En Gobalakrishnan a/p Mahaletchumanan
SK Dato Kamaruddin, Behrang Stesen
En Amarjit Singh a/l Dushan Singh
SK Perlok, Sungkai
En Nagarajan a/l 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 Nirmal a/p Jagiri 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. Arumugam
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
En Lai Pak Siong
SJKC Katholik, Melaka
En Yeap Kah Soon
SK Methodist (ACS), Ipoh
Pn 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
SK Taman Rasah Jaya, Seremban
Pn Siti Rohani bt. Mohd. Noor
SK Taman Rasah Jaya, Seremban
En Mohammad Siraj b. Abdullah
SK Penjom, Kuala Lipis

Pn Angelina Jemat
SK Putrajaya Presint 9(1), Putrajaya
En Louis Marie Neubert Ambrose
SK Menjalara, Kepong
Pn Helena Ong Ah Nyuk
SK Semerah Padi, Kuching
Pn Geraldine Mary Rose a/p Hubert Coray
SK (2)Simpang Lima, Klang
Pn M. Susilah a/p Moorthy
SK Lanar, Kuala Lipis
Pn Diana Fatimah Ahmad Sahani
Bahagian Pembangunan Kurikulum
Pn Jagdeesh Kaur
Bahagian Pembangunan Kurikulum
Cik Regina Cyril Joseph
Bahagian Pembangunan Kurikulum
En Rosdy Wahid
Bahagian Pembangunan Kurikulum
Cik Ewe Choy Choo
Bahagian Pembangunan Kurikulum
Pn Zaiton Majid
Bahagian Buku Teks, Kementerian Pelajaran Malaysia

317