PRESCHOOL ENGLISH LANGUAGE COMMUNICATION

Siri Panduan Guru

Pembelajaran Yang Menyeronokkan

dan Bermakna

PRESCHOOL ENGLISH LANGUAGE COMMUNICATION

Cetakan Pertama 2011

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel,
kandungan buku ini dalam apa jua bentuk dengan cara apa pun sama ada secara
rakaman, atau cara lain-lain sebelum mendapat kebenaran bertulis daripada Pengarah ,
Pelajaran Aras 4-8, Blok E9,
Kerajaan Parcel E, Pusat Pentadbiran Kerajaan 62604
Negara Malaysia
Preschool english language
ISBN
1. English and teaching (Early
Pelajaran
Bahagian Kurikulum

Dicetak oleh:
Karisma Production Sdn.
Kurikulum Standard Prasekolah Kebangsaan (KSPK) dibangunkan dengan matlamat untuk
memperkembang dan menyuburkan potensi kanak-kanak yang secara menyeluruh dan seimbang meliputi
segenap aspek perkembangan sama ada fizikal, emosi, rohani, intelek dan sosial. Proses ini berupaya
dicapai melalui persekitaran pembelajaran yang kondusif, selamat dan ceria serta disokong oleh
pelaksanaan aktiviti yang kreatif, menyeronokkan dan bermakna. Dalam konteks ini, peluang yang sama
rata akan diberikan kepada semua kanak-kanak untuk memperkembangkan potensi diri melalui penglibatan
aktif dalam aktiviti yang dirancang.

Prinsip utama yang diguna pakai dalam KSPK adalah berdasarkan kepada pendekatan dan kandungan
pembelajaran yang relevan dengan peringkat perkembangan kanak-kanak serta turut mengambil kira
perbezaan potensi antara individu. Adalah diharapkan melalui pelaksanaan KSPK akan memberi
kesempatan kepada kanak-kanak memperoleh konsep dan kemahiran asas secara holistik yang berupaya
menjana asas yang kukuh dalam proses kesinambungan pembelajaran di sekolah rendah kelak.

Bertitik tolak atas rasional ini, modul pengajaran dan pembelajaran ini dibina dengan mengambil kira
keperluan sebenar para guru serta menyediakan panduan yang signifikan khususnya dalam merancang dan
melaksanakan aktiviti pengajaran dan pembelajaran yang positif kepada kanak-kanak. Kejayaan dan
keberkesanan pengajaran dan pembelajaran amat dipengaruhi oleh sejauh mana tahap pemahaman dan
penghayatan guru dalam merealisasikan hasrat dan matlamat yang terkandung dalam KSPK. Dalam masa
yang sama, tahap pengetahuan, kemahiran, sikap dan komitmen guru untuk merencanakan pendidikan di
peringkat prasekolah yang berkualiti menjadi sebahagian daripada elemen yang perlu diberi perhatian yang
serius.

Usaha penghasilan modul ini adalah atas dedikasi dan sumbangan idea serta kepakaran pelbagai pihak,
khususnya guru-guru prasekolah, para pensyarah Institut Pendidikan Guru Malaysia dan universiti, pegawai
-pegawai di Bahagian-bahagian Kementerian Pendidikan Malaysia dan Jabatan-jabatan Pelajaran Negeri.
Kepada semua pihak yang terlibat, Bahagian Pembangunan Kurikulum merakamkan ucapan setinggi-tinggi
penghargaan dan terima kasih.

Pengarah
Bahagian Pembangunan Kurikulum
Kementerian Pelajaran
 CONTENT

1. ORIENTATION WEEK ……………………………………….. 1

2. MYSELF ……………………………………….. 4
3. MY BODY ……………………………………….. 7
4. MY FAMILY ……………………………………….. 12
5. MY SCHOOL ……………………………………….. 16
6. MY FRIEND ……………………………………….. 18
7. MY NEIGHBOURS ……………………………………….. 20
8. CLEANLINESS ……………………………………….. 22
9. SAFETY ……………………………………….. 25
10. WATER ……………………………………….. 27
11. MY HOUSE ……………………………………….. 29
12. FOOD ……………………………………….. 31
13. CLOTHING ……………………………………….. 36
14. PLANTS ……………………………………….. 39
15. WEATHER ……………………………………….. 45
16. FESTIVAL ……………………………………….. 47
17. TRANSPORT ……………………………………….. 50
18. ANIMALS ……………………………………….. 54
SITUATION 1:
INTRODUCING PRESCHOOL TEACHER AND ASSISTANT

Teacher: Children, come here, sit down, please. *(cross your legs, please)

Pupils: Alright, teacher / Okay, teacher.

Teacher: Hello, children.

Pupils: Hello, teacher.

Teacher: Good morning, children.

Pupils: Good morning, teacher.

Teacher: How are you?

Pupils: I am fine, thank you teacher / Fine, thank you.

Teacher: I am Puan / Encik …… I am your teacher. You can call me……

Pupils: Hi, / Hello, teacher.

Teacher: This is Kak …… (PPM’S name).

Pupils: Hello, / Hi, Kak…..

SITUATION 2:
ICE BREAKING ACTIVITY

Teacher: What is your name?

Pupils: My name is …….
Teacher: How old are you?
Pupils: I am …….. years old.
Teacher: Okay, let’s play a game.
Pupils: Hooray.
Teacher: Let’s make a circle. Now, listen to the music.
Pass this box to your friend. When the music stops, stop passing.
The person who is holding the box must say. “My name is…….”
Then, I will turn on the music again and you will continue passing
the box. (The game continues.)
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 SITUATION 3:
RULES AND REGULATIONS

Teacher: Children, put your shoes on the rack.

Where should you put the shoes?
Pupils: On the rack, teacher.
Teacher: You must put according to your name/ number.
Pupils: Okay / Alright teacher.
Teacher: Please line up and wash your hands.
Now, let’s recite the ‘doa’ together.
This morning we will be having………… for our breakfast.
What are we going to have?

Pupils: ………, teacher.

Teacher: Let’s recite the after meal ‘doa’.

(Pupils recite the ‘doa’ with teacher’s guidance.)

Teacher: I am going to show you the toilet. This is the boys’ toilet. This is the
girls’ toilet.
Where is the boys’ / girls’ toilet?
Pupils: This one, teacher.
Teacher: Do you know how to use the toilet?
Pupils: Yes, / No, teacher.
Teacher: Children, make sure you flush after using the toilet.
Don’t forget to wash your hands.

(This conversation can be used when introducing the playground, learning centres
and other areas in school.)

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SITUATION 4:
CLOSURE AND GOODBYE

Teacher: What did we do today?

Pupils: We played games.
Teacher: What else did we do?
Pupils: We went to the playground.
Teacher: That’s good. What else did we do?
Pupils: We learnt ABC.
Teacher: Okay, did you enjoy yourself / yourselves?
Pupils: Yes, we did. / Yes, I did.
Teacher: Tomorrow, we are going to play……… (any other games)
Pupils: Hooray.
Teacher: Stand up, please. Let’s sing the goodbye song.
Please line up, take your bags and put on your shoes.
Teacher: Goodbye, children. See you tomorrow.
Pupils: Goodbye, teacher. See you tomorrow.

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 SITUATION 1:
INTRODUCING ONESELF

Teacher Hello / Hi. I’m ………………. (name)

& Pupils: I am a boy / girl / man / woman.
I am Malay / Chinese / Indian / Iban / Kadazan.
I am a Malaysian.
Teacher: What is your name?
or May I know your name?
Pupils: My name is ………………………

Teacher: How old are you?

Pupils: I am …………….. years old.

Teacher: Where do you live?

Pupils: I live in Klang.
or I live at No 2, Jalan Cemara, Klang.
Teacher: Who is your best friend?
Pupils: My best friend is ……….
Teacher: When is your birthday?
or When were you born?
Pupils: My birthday is on the 1st of May.
or I was born in May / 20….
Teacher: Where do you study?
Pupils: I study at Prasekolah SK / SJK……
Teacher: Which class are you in?

Pupils: I’m in……………….

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 SITUATION 2:
EXPRESSING YOURSELF

Teacher: How are you?

Pupils: I’m fine, thank you.

or I’m fine, teacher. Thank you.

Teacher: How do you feel?

Pupils: I am happy / sad / angry.
or I feel great.

Teacher: Are you happy?

Pupils: Yes, I am.

or No, I am not.

SITUATION 3:
EXPRESSING ONE’S LIKES / DISLIKES

Teacher: What do you like to eat / play?

Pupils: I like to eat / play ……..

Teacher: Do you like to eat …………?

Pupils: Yes, I do.

or No, I do not./ No, I don’t.
Teacher: What do you prefer to eat / play?

Pupils: I prefer to eat / play………..

Teacher: What is your favourite food?

Pupils: My favourite food is / are……….

Teacher: What is your favourite colour?

What colour do you like?
Which colour do you like? (show the colour chart)
Pupils: My favourite colour is …….. / I like …………
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 SITUATION 4:
EXPRESSING ONE’S ABILITY

Teacher: Tell me what can you do?

Can you ……………………..?
(Ability to take care of oneself)
Pupils: I can eat on my own.
I sleep on my own / with my sister/brother.
I can put on my own clothing / shoes.
I can comb my hair.
I can bathe myself.
I can brush my teeth.
Yes, I can. or No, I can’t / cannot.

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SITUATION 1:
SING A SONG

Teacher: We are going to sing a song entitled “Head and Shoulders”.

or We are going to sing “Head and Shoulders”.

Pupils: Alright, teacher.

(Sing to the tune of : Twinkle Twinkle Little Star)

HEAD AND SHOULDERS

Head and shoulders
Knees and toes (3x)
Head and shoulders
Knees and toes

SITUATION 2:
INTRODUCING PARTS OF THE BODY

Teacher: Can you point to your head / nose / ears / eyes?

Can you point to your nose?

Pupils: Here, teacher. / This is my ________.

(This activity is repeated with other parts of the body)

Teacher: Children, please say / read / repeat after me.

This is my head.

Pupils: This is my head.

(This activity is repeated with other parts of the body)

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 SITUATION 3:
MY SENSES

Teacher: What is this?

Pupils: This is my…………… (parts of the body)

Teacher: How many eyes do you have?

Pupils: I have two eyes, teacher.

Teacher: What are the eyes used for?

I use my eyes to see. / I see with my eyes.

I use my ears to hear. / I hear with my ears.
I use my mouth to eat. / I eat with my mouth.
I use my tongue to taste. / I taste with my tongue.
I use my legs to walk. / I walk with my legs.
(Pupils repeat after the teacher.)
Teacher: Tell me what you see in the classroom?

Pupils: I can see …………..

Teacher: Tell me what can you hear?

Pupils: I can hear ……………

Teacher: Please close your eyes, feel this object and tell me what it is.
or What do you think it is?

Pupils: This is a / an ………………..

Teacher: Do you like the smell of rubbish?

Pupils: No, I don’t. / I do not.

Teacher: Why?
Pupils: Because it is smelly. / It smells bad.

Teacher: Do you like the smell of perfume?

Pupils: Yes.

Teacher: Why?

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Pupils: It has a nice smell. / It smells good.

Teacher: Children, make sure you clean yourself before you go to school.

Pupils: Alright, teacher. / I will, teacher.

SITUATION 4:
PRIVATE PARTS OF THE BODY

Teacher: Children, repeat after me.

This is the …….. (penis / anus / vagina / breast / buttock / mouth)
Pupils: This is the …….
Teacher: Can you point to the ………? (using chart/model)
Pupils: Here, teacher.

SITUATION 5:
CLOSURE

Teacher: What did we learn today?

Pupils: Eyes / nose / mouth / ears / hands / legs / body / neck.

Teacher: What can you do with your hands?

Pupils: I can clap with my hands.

Teacher: What can you do with your fingers?

Pupils: I can snap my fingers.

Teacher: What can you do with your feet?

Pupils: I can stamp my feet.

Teacher: Can you name the parts of your head?

Pupils: Eyes / nose / mouth / ears / teeth / tongue / hair / head.

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 SITUATION 1:
INTRODUCTION OF ONESELF

(Teacher asks questions based on a picture chart shown.)

Teacher: Who is this?

Pupils: This is father / mother / sister / brother.
Teacher: How many family members do you have?

Pupils: I have…….. family members.

Teacher: Can you name all of them?

Pupils: Grandmother / grandfather / father / mother / brother / sister/ elder

brother / elder sister / younger brother / younger sister / baby.
Teacher: How many brothers / sisters do you have?
Pupils: I have………brother(s) / sister(s).
I don’t have a brother / sister.
Teacher: Do you love your brother(s) / sister(s)?

Pupils: Yes, teacher.

Teacher: Good, we must love our brother(s) and sister(s).

Teacher: Do you like to help your family?

Pupils: Yes, teacher.
Teacher: How do you help them?

Pupils: I help to sweep the floor.

or I help to wipe the table.

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 SITUATION 2:
DESCRIBING FAMILY MEMBERS

Teacher: What is your father’s name?

Pupils: My father’s name is ……….

Teacher: Where is your father from?

Pupils: My father is from …………

or He is from …………
Teacher: Do you love your father?

Pupils: Yes, I do.

or Yes, I love my father very much.

Teacher: How does your father look?

Pupils: He is tall / short.

He is thin / slim / fat / plump.
He is fair / dark.
Teacher: What is your mother’s name?

Pupils: My mother’s name is……..

Teacher: Where is your mother from?

Pupils: My mother is from ….

or She is from ………..
Teacher: Do you love your mother?
Pupils: Yes, I do.
Or Yes, I love my mother very much.
Teacher: How does your mother look?

Pupils: She is tall / short / thin / slim / fat / plump / fair / dark.
She has long / short hair.

(Teacher may ask/talk about other family members.)

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 SITUATION 3:
OCCUPATION

Teacher: What is your father working as?

Pupils: My father is a / an ………….. (occupation)

or He is a / an ………………..
Teacher: What is your mother working as?
Pupils: My mother is a / an ………….. (occupation)
or She is a / an ………………..
Teacher: Is your mother working?
Pupils: No, teacher. My mother is not working.
My mother is a housewife / homemaker.
(Teacher may ask about other family members.)

SITUATION 4:
LIKES AND DISLIKES

Teacher: What does your brother like to do?

Pupils: My brother likes to play football.

(Teacher may ask about the other family members likes and dislikes.)

Teacher: What does your sister like to eat?

Pupils: My sister likes to eat ………

(Teacher may ask what other family members like to eat.)

Teacher: Do you like to play with your brother / sister?

Pupils: Yes, teacher.

(Teacher may ask about the other family members.)

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SITUATION 5:
EXTENDED FAMILIES

Teacher: Do you have uncles / aunts /cousins?

Pupils: Yes, / No, teacher.

Teacher: Do you like to play with your cousin(s)?

Pupils: Yes, teacher or No, teacher.

Teacher: Do you always visit your relatives?

Pupils: Yes, teacher.

Teacher: When do you visit them?

Pupils: During school holidays / weekends / Hari Raya / Christmas / Chinese

New Year / Deepavali / Gawai Dayak / Kaamatan.
Teacher: Do you have a grandmother / a grandfather?

Pupils: Yes, teacher.

Teacher: Where do they stay?

Pupils: They stay in the village / kampung.

or They stay with us.
(Teacher may ask about the other family members.)

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 SITUATION 6:
SING A SONG

Teacher: Children, shall we sing a song?

Pupils: Yes, teacher.

Teacher: Children, let us sing ………… . Are you ready?

Pupils: Yes.

Teacher: One ……. two … three ……. sing.

DADDY IS SPECIAL
(Sing to the tune of: Are You Sleeping?)
Daddy is special, daddy is special,
Yes, he is, yes, he is,
Daddy’s special, daddy is special,
Yes, he is, yes, he is.
Teacher: Shall we do the actions?

Pupils: Alright, teacher.

(Repeat with other family members.)

SITUATION 7:
CLOSURE

Teacher: What did you learn today?

Pupils: I learned about my family.

Teacher: Can you name your family members?

Pupils: Grandfather / grandmother / father / mother / sister(s) / brother(s) /

elder sister / brother / younger sister / brother.
Teacher: In what way can families help each other?
Pupils: I can help my father to wash the car / feed the chickens.
I can help my mother to clean the house / sweep the floor / water
the plants.
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SUGGESTED SONGS FOR FAMILY

HAPPY FAMILY
(Sing to the tune of: I’m a Little Tea Pot)
I love mummy, she loves me
We love daddy, He loves us
He loves us and so you see
We’re a happy family.

FAMILY SONG
(Sing to the tune of: Ten Little Indians)
Some have fathers,
Some have mothers,
Some have sisters,
Some have brothers,
In some houses,
There are others,
Every family’s special.

I LOVE MUMMY
(Sing to the tune of: Are You Sleeping? / Where is Thumbkin?)
I love mummy, I love mummy
Yes I do, yes I do
And my mummy loves me
And my mummy loves me
Loves me too, loves me too.

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 SITUATION 1:
INTRODUCING THE SCHOOL

Teacher: Hello children, what is the name of our school?

Jaime, do you want to answer?
Pupils: SK Kayangan, teacher. (Name of the school)

Teacher: Who is our headmaster / headmistress?

Pupils: Encik Khairuddin Bin Said, teacher. (Name of the headmaster)

Teacher: Excellent. / Very good. / Well done.

SITUATION 2:
DAYS OF THE WEEK

Teacher: Hello, children, can you tell me how many days are there in a week?

Pupils: Seven days, teacher.

Teacher: Yes, very good.

Can you tell me the name of the days?
or Can you name me the days of the week?
Pupils: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and
Saturday, teacher.

(Teacher writes the names of the days on the board.)

Teacher: Let’s read the words together.

(Pupils read the words together)

Teacher: How about Sunday and Saturday / Friday and Saturday?

Do you come to school on these days?
Pupils: No, teacher.

Teacher: Why?

Pupils: Saturday and Sunday / Friday and Saturday are holidays

(weekends).

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 SITUATION 3:
WALKING AROUND THE SCHOOL COMPOUND

Teacher: Children, please line up. We’re going for a walk.

Pupils: Alright, teacher.

Teacher: What building is this?

Pupils: This is the hall / canteen / computer lab / library / resource centre /
parking lot / staffroom.
Teacher: Very good. Can you tell me where the staff room is?

Pupils: I know teacher. It is on the ground / first / second floor.

Teacher: Very good. How about the office?

Pupils: I don’t know teacher.

Teacher: Okay, let’s go to the office. This is the office. Who’s in the office?

Pupils: The headmaster / clerk / typist.

Teacher: Well done.

SITUATION 4:
THINGS WE DO IN SCHOOL

Teacher: Hi, children.

Pupils: Hi, teacher.
Teacher: What do we do in school?
Pupils: We play, read, learn, colour and sing.
Teacher: Very good. What else can you do in school?
Pupils: We also write, paint, do art and craft.
Teacher: Do you like to come to school?
Pupils: Yes, I do. / Yes, we do.
Teacher: Why do you like to come to school?
Pupils: I have many friends. / I like reading. / I love colouring.
Teacher: Very good.
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 SITUATION 1:
INTRODUCING ONE’S FRIENDS

Teacher: Do you have any friends?

Pupils: Yes, I do. / Yes, we do.

Teacher: Who is your friend? / Who are your friends?

Pupils: My friend is / friends are ……….. (Name of a friend / friends)

Teacher: Who’s your best friend?

Pupils: My best friend is ………………… (Name of a friend)

Teacher: Tell me about your best friend.

Pupils: My friend is …………………
She is a girl./ He is a boy.
Teacher: How old is your friend?

Pupils: He / She is six years old.

Teacher: Where does ……………. (name of a friend) live?

Pupils: He / She lives in Klang / Kapar.

Teacher: Why do you like him / her?

Pupils: I like him / her because he / she is friendly / kind / helpful.

He / She always helps me.

SITUATION 2:
DESCRIBING ONE’S FRIEND
Teacher: Tell me more about your friend.
Pupils: He / She is tall / short.
He / She is thin / fat.
He / She is fair / dark.
He/ She is handsome/ pretty.
He / She has short hair.
She has long hair.
My friend likes blue / red.
Teacher: What does he / she like to do?
Pupils: He / She likes to eat pizza / read books / play football.
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 SITUATION 3:
MY FRIENDS AND I

Teacher: What do you do with your friends?

Pupils: We play together. / We help each other. / We eat together.

We like to share. / We share things with each other.
We go to school together. / We go home.
Teacher: Well done.

SITUATION 4:
HELPING FRIENDS
Teacher: Hi, children.
Pupils: Hi, teacher.
Teacher: What do you do when you see your friend fall down?
Pupils: I will help him / her.
I will tell the teacher about it.
Teacher: What do you do when your friend forgets to bring his / her pencil / eraser /
ruler?
Pupils: I will lend him / her my pencil / eraser / ruler.

SITUATION 5:
INTRODUCING THE SONG – “The More We Get Together”
Teacher: We’re going to sing a new song today. The title of the song is “The
More We Get Together”.
Do you want to listen to it / learn the song?
Pupils: Yes, teacher.
THE MORE WE GET TOGETHER
The more we get together, together, together
The more we get together, the merrier / happier we’ll be.
For your friends are my friends
And my friends are your friends
The more we get together, the merrier / happier we’ll be. 19
 SITUATION 1:
INTRODUCING MY NEIGHBOURS

Teacher: Do you know your neighbours?

Pupils: Yes, I do. / No, I don’t.

Teacher: Who are your neighbours?

Pupils: Wan Farid, Jaya, Rohana, Christina, Mei Ling, Lawai, Randawi.

Teacher: What are their races?

Pupils: Malay, Chinese, Indian, Kadazan, Murut, Iban, Bidayuh etc.

Wan Farid is a Malay.
Mei Ling is a Chinese.
Jaya is an Indian.
Lawai is an Iban.
Randawi is a Murut.
Teacher: We are Malaysians.
(Pupils repeat after the teacher.)

SITUATION 2:
PLAYING A GAME

Teacher: Now, everybody form a circle.

Say hello, and introduce yourself.
Pupils: Hello, I am Marissa. (Pupil’s name)

(This activity is repeated until everyone has introduced themselves.)

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 SITUATION 3:
COOPERATION AMONG NEIGHBOURS

Teacher: Do you talk to your neighbour?

Pupils: Yes, I do / No, I don’t.

Teacher: If your neighbour needs your help, what will you do?

Pupils: I will help them, teacher.

Teacher: Will you look after your neighbour’s house when they are not around?
Pupils: Yes, I will / No, I will not.

Teacher: How can we help our neighbour?

Pupils: We water their plants.

We feed their pets.
Teacher: What will you do if you see a stranger / strangers or a thief / thieves at
your neighbour’s house?
Pupils: I will inform my parents / mother / father.
I will call the police.

SITUATION 4:
INTRODUCING THE SONG – “Good Neighbours”

Teacher: Let us sing this song.

Pupils: Yes, teacher.

Teacher: GOOD NEIGHBOURS

(Tune: 10 Little Indian Boys)
1, 2, 3 good neighbours
4, 5, 6 good neighbours
7, 8, 9 good neighbours
10 good neighbours of mine.

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 SITUATION 1:
BRUSHING TEETH

Teacher: Children, what is this? (Teacher shows a toothbrush).

Pupils: This is a toothbrush.

Teacher: Yes, you’re right. What about this?

(Teacher shows a tube of toothpaste).

Pupils: This is toothpaste / a tube of toothpaste.

Teacher: How many times do you brush your teeth in a day?

Pupils: I brush my teeth once / twice / three times a day.

Teacher: Children, we have to brush our teeth after meals.

Do you know how to brush your teeth?

Pupils: Yes.

Teacher: Why do we need to brush our teeth?

Pupils: To make our teeth clean / strong / white and healthy.

Teacher: Okay, good. You are right.

……….., show me how you brush your teeth.
(The pupils show how.)
Do you think this is the right way to brush your teeth?
Pupils: Yes / No, teacher.

Teacher: Do you know the right way to brush your teeth?

Pupils: No, teacher.

Teacher: Okay, I’m going to show you the correct way of brushing your teeth.

(Teacher shows the correct way of brushing teeth.)

Teacher: Children, go and brush your teeth.

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SITUATION 2:
CLEAN CLOTHES

Teacher prepares a basket of clothes (some clean t-shirts / trousers / socks and
some dirty t-shirts / trousers / socks / a few yellow and blue hoops).

Teacher: Children, pick a piece of clothing from the basket and hold it.

Pupils: Yes, teacher.

Teacher: Children, look at the clothes that you are holding now.
If you are holding clean clothes, please stand in the yellow hoops.
If you are holding dirty clothes, please stand in the blue hoops.
Pupils group themselves according to the clothes they are holding.

Teacher: Why did you choose these clothes?

Pupils: They are clean.

Teacher: Why didn’t you choose the others?

Pupils: They are dirty / smelly, teacher.

Teacher: Why do we have to wear clean clothes?

Pupils: They look nice, good and neat.

Teacher: Why can’t we wear dirty clothes?

Pupils: My friends will laugh at me.
They will not play with me.
Teacher: That’s right. People will like to be our friend if our clothes are clean.
When we do painting or sand-play, what must we do to keep our
clothes clean?

Pupils: Put on an apron, teacher.

23
 SITUATION 3:
WASHING SOCKS / HANDKERCHIEFS

Pupils are told earlier to bring dirty clothes (eg: socks / handkerchiefs) to school.

Teacher: Children, please take out your socks.

Pupils: Yes, teacher.

Teacher: Your socks are dirty. What should you do?

Pupils: Wash them.

Teacher: Yes, we need to wash your dirty socks.

Now, I’m going to bring you out. We are going to wash your socks.
Do you know what we need to wash the dirty socks?
Pupils: Yes. We need soap, brush and water to wash the dirty socks.

Teacher: That’s right. I’m going to show you how to wash these dirty socks.

Teacher shows the steps of washing socks.

24
SITUATION 1:
PERSONAL DETAILS

Teacher: Do you know your father’s / mother’s name?

Pupils: Yes, I do. / No, I don’t.

Teacher: What is your father’s name?

Pupils: My father’s name is ……………/ His name is……………..

Teacher: What is your mother’s name?

Pupils: My mother’s name is……………./ Her name is…………………

Teacher: Excellent. Where do you live?

Pupils: I live in ……………………………

Teacher: What is your house address?

Pupils: My house address is ……………………..

Teacher: What is your telephone number?

Pupils: My telephone number is………………………

Teacher: What is your father’s/mother’s handphone / mobile number?

Pupils: My father’s/mother’s handphone / mobile number is……

Teacher: Do you remember your father’s/ mother’s handphone number?

Pupils: Yes, I do. / No, I don’t.

SITUATION 2:
PROTECTING ONESELF IN A DANGEROUS SITUATION

Teacher: Can we talk to a stranger?

Pupils: Yes, we can./ No, we can’t.
Teacher: What will you do if a stranger comes to you?
Pupils: You should not talk to strangers.
Try to get help if a stranger tries to catch you.
Teacher: Should you let other people touch the private parts of your body?
Do not allow others to touch the private parts of your body.
25
 SITUATION 3:
GETTING LOST

Teacher: Have you been to the supermarket?

Pupils: Yes, I have / No, I haven’t.

Teacher: With whom do you go to the supermarket?

Pupils: I go with my parents.

Teacher: Do you walk alone in the supermarket?

Pupils: Yes, I do. / No, I don’t.

Teacher: Why shouldn’t we walk alone?

or Why must we always walk together with our parents?
Pupils: It is not safe. It is dangerous. / We will get lost.

Teacher: What should / must you do if you can’t find your parents?

Pupils: I will get help from the security guard / cashier.

Teacher: Can you get help from people whom you don’t know? / strangers?

Pupils: Yes, I can. / No, I can’t.

Teacher: Why can’t we get help from people whom we don’t know?
Pupils: It is not safe. / It is dangerous. / We do not know them. / They may not
help us.

SITUATION 4:
HOME ALONE

Teacher: Let’s say your parents are not in the house / you are alone in the
house, will you allow people whom you don’t know (strangers) to enter
your house?
Pupils: No, I should not.

Teacher: Quickly inform your parents if there are strangers in your house.

Pupils: Alright, teacher.

26
 SITUATION 1:
INTRODUCING WATER

Teacher: Did you drink water this morning?

Pupils: Yes, / No, teacher.

Teacher: What did you drink?

Pupils: I drank milo, tea, milk, plain water, orange juice.

Teacher: Do you like to drink water?

Pupils: Yes, / No, teacher.

Teacher: Does water have any colour?

Pupils: It has no colour.
It is colourless.
Teacher: Does it have any taste?

Pupils: No, teacher. / It is tasteless.

Teacher: Does it have any smell?

Pupils: No, teacher. / It has no smell.

Teacher: Remember, water has no colour, no smell and no taste.

SITUATION 2:
FAVOURITE DRINKS

Teacher: Children, do you have a favourite drink?

Pupils: Yes / No.

Teacher: What is your favourite drink?

Pupils: I like to drink milk / milo (cocoa drink) / plain water / cold water.

27
 SITUATION 3:
MAKING ICE CUBES

Teacher: Children, today we are going to make ice.

What should we do?
Pupils: We pour some water into a container/mould.
Teacher: After that?
We put them into the fridge for half an hour.
What will happen to the water in the mould?
Pupils: The water will change to ice.

Teacher: When you touch the ice, how does it feel?

Pupils: It is cold, teacher.

SITUATION 4:
WATER RESOURCES

Teacher: Did you bathe this morning? / Did you take your bath?

Pupils: Yes, / No, teacher.

Teacher: How many times do you take your bath in a day?

Pupils: Two / Three times.

Teacher: Where do you think you can get water?

Pupils: Rain, waterfall, sea, pond, bay, ground water, river.

28
SITUATION 1:
INTRODUCTION OF HOUSES

Teacher: Hello, children.

Pupils: Hello, teacher.

Teacher: Children, look at this picture.

This is where chicks / chicken live – a coop.
This is the place where birds live – a nest.
How about you? Where do you live?
Pupils: House.
Teacher: Excellent. Can you tell me what type of house you stay in?
Pupils: Apartment / condominium / bungalow / long house / wooden house /
attap house / terrace house / semi-detached house.
Teacher: Now, let’s talk about parts of a house.
(Teacher shows the picture).
This is the roof. How about this?
(Teacher points to the door).

Teacher: Can you tell me what is this?

Pupils: The door, teacher.

The activity continues until all parts of the house are named.
(window, wall, floor, ceiling, stairs)

29
 SITUATION 2:
ROOMS IN THE HOUSE

Teacher: My dear children, are you ready?

Pupils: Yes, we are, teacher.

Teacher: Look at this house. Can you name the rooms?

Pupils: Bedroom(s) / bathroom(s) / kitchen / garden / veranda / living room /
store room.
Teacher: Now, tell me how many rooms are there in your house?
Pupils: No rooms. 2 / 3 / 4 / 5 (several answers)

Teacher: Can anyone tell me, where do you sleep?

Pupils: I sleep in the bedroom, teacher.

Teacher: Where do you eat?

Pupils: I eat in the kitchen / dining hall.

Teacher: Where do you watch television?

Pupils: I watch television in the living room.

(Teacher continues with other questions related to rooms in the house.)

SITUATION 3:
THINGS IN THE HOUSE

Teacher: Look at the picture, this is the bathroom.

What can you see in this bathroom?

Pupils: I can see the sink / bath tub / shower / toilet bowl / towel rack.
Teacher: How about the bathroom in your house?
What do you have in your bathroom?
Pupils: I have a tap / pail / toilet bowl.

(This activity can be applied to other rooms.)

30
SITUATION 1: MY FAVOURITE FOOD

Teacher: Children, what do you like to eat?

Pupils: I like to eat ……………….

Teacher: Children, what do you like to drink?

Pupils: I like to drink …………….

Teacher: Did you take your breakfast today / this morning?

Pupils: Yes, / No, teacher.

Teacher: What did you have for breakfast?

Pupils: I ate / had porridge / rice / nasi lemak / noodles.

Teacher: Did you have a drink this morning?

Pupils: Yes, / No, teacher.

Teacher: What did you drink?

Pupils: I drank milo (cocoa drink) / tea / coffee / milk / juice.

SITUATION 2: SING A SONG – I like to eat / drink

Teacher: Let me teach you a new song.

Pupils: Alright, teacher.
Teacher: Please repeat after me.
I LIKE TO EAT / DRINK
I like to eat, eat, eat,
……………. and …………….
I like to eat, eat, eat,
………….. and ………………
(suit to any applicable tune)
Teacher: Now, let us sing this song together.
Pupils: Alright, teacher.
Teacher: One, two, three, sing.
31
 SITUATION 3:
HEALTHY OR UNHEALTHY

Teacher: Children, let’s look at this chart.

Pupils: Yes, teacher.

Teacher: Can you tell me the food that is good for you?

Pupils: Chicken / fish / rice / water / milk.

Teacher: That’s right. These are healthy food. Can you repeat after me?
Healthy food.
Pupils: Healthy food.

Teacher: Can you name other healthy food that you know?

Pupils: Fruits / vegetables / milk / bread.

Teacher: Now, let’s look at the chart again.

Can you tell me what food is bad for you?
Pupils: Sweets / chocolate / junk food / fast food / canned drinks.

Teacher: These are unhealthy food. Please repeat after me. Unhealthy food
Pupils: Unhealthy food.

Teacher: Children, what will happen to you if you eat too much of unhealthy
food?
Pupils: We will get sick / sleepy / tired.

Teacher: Children, do you like to eat sweets / chocolate?

Pupils: Yes, / No, teacher.

Teacher: Yes, you can eat them but do not eat too much. Do you know why?

Pupils: I know teacher. / I don’t know teacher. Why?

Teacher: You will have a toothache.

32
SITUATION 4:
FOOD GROUPS

Teacher: Children, let us look at this food pyramid.

(Teacher points to one food group – eg: protein)
What can you see in the picture?
Pupils: I see fish / milk / chicken / eggs.

Teacher: What is the name of this food group?

Pupils: Protein

Teacher repeats with other food groups: carbohydrate, fat, fruits and vegetables.

SITUATION 5:
TASTE OF FOOD

Teacher prepares different types of food – sour (lemon), bitter (coffee powder),
sweet (chocolates), salty (salt).

Teacher: Children, I want you to taste this chocolate. How does it taste?

Pupils: This one tastes sweet./ It is sweet, teacher.

Teacher: Can you name me other food that tastes sweet?

Pupils: Lollipops / sweets / ice cream / cakes.

Teacher: Is it good if we take a lot of sweet food?

Pupils: No, teacher.

Teacher: Can you tell me why?

Pupils: We will have toothache.

It is bad for our body.
It is unhealthy food.
We might get diabetes.
Teacher repeats with other taste.

33
 SITUATION 6:
TRADITIONAL FOOD OF MALAYSIA

Teacher: Children, today we will learn about traditional food.

Can you name some traditional food?
or Can you name a traditional food that you have eaten before?
or What is your favourite traditional food?
Pupils: Nasi lemak / satay / roti canai / muruku / ketupat / dodol / lemang /
mooncake / kuih jala etc.
Teacher: Children, can you name the races in Malaysia?

Pupils: Malay / Chinese / Indian / Iban / Bidayuh / Kadazan / Dusun.

Teacher: Do you know the Malay traditional food?

Pupils: Yes, / No, teacher.

Nasi lemak / satay / ketupat / dodol / rendang / lemang.
(Teacher repeats with traditional food of other races)

SITUATION 7: FOOD STORAGE

(Focus: Freezer)
Teacher: Children, where does your mother keep meat / fish?
Pupils: In the freezer, teacher.
Teacher: What other food can you keep in the freezer?
Pupils: Ice cream / sausage / fish balls / nuggets / mixed vegetables.

Teacher: Do you like to eat biscuits / cookies?

Pupils: Yes, teacher.
Teacher: Where does your mother keep biscuits / cookies?
Pupils: In containers, teacher.
Teacher: Why must we keep them in containers?
Pupils: The biscuits / cookies will stay crunchy / crispy / fresh.
(Focus: Food Containers / Air Tight Containers)
34
SITUATION 8:
MEAL TIMES / MEALS OF THE DAY

Teacher: Children, how many times do you eat everyday?

Pupils: Three times, teacher.

Teacher: When is it?

Pupils: Breakfast, lunch and dinner.

Teacher: When do you take your breakfast?

Pupils: In the morning, teacher.

Teacher: What do you have for breakfast?

Pupils: I have porridge / cereal / bread / milo (cocoa drink) / milk / fried rice /
fried noodles.
Teacher: When do you take your lunch?

Pupils: In the afternoon, teacher.

Teacher: What do you have for lunch?

Pupils: I eat rice / chicken / fish / meat / vegetable / fruits / plain water /
juice.
Teacher: When do you take your dinner?

Pupils: In the evening / at night, teacher.

Teacher: What do you have for dinner?

Pupils: I have rice / noodles / chicken / meat / fish / vegetables / fruits /

plain water / juice.

Other meal times – teatime, supper.

35
 SITUATION 1:
INTRODUCING CLOTHES

Teacher: Children, let’s look at this chart.

Pupils: Yes, teacher.

Teacher: Can you name the clothes on this chart?

Pupils: Dress / blouse / skirt / hat / t-shirt / socks / shorts / trousers / cap /
shoes.
(Teacher points to the chart and asks pupils to repeat.)

Teacher: Children, please repeat / say after me. This is a dress.

Pupils: This is a dress.

(Note: This activity is repeated with other clothes.)
Teacher: Children, what do boys wear?
Pupils: They wear trousers / shorts / shirts / t-shirts / necktie.
Teacher: How about girls?
Pupils: Skirts / dresses / blouses / shirts.

36
SITUATION 2:
WHAT SHOULD YOU WEAR?

Teacher: When do you wear your pyjamas?

Pupils: At night. / When we go to sleep. / After I take my bath.

Teacher: What will you wear when you go for sports?

Pupils: I will wear a t-shirt, shorts or tracksuit, socks and sneakers / sport
shoes.
Teacher: When do you wear your school uniform?
Pupils: I wear my uniform when I go to school, teacher.
(Teacher shows real objects / pictures of weather and clothes)

Teacher: Can you name these clothes?

Pupils: Raincoat / sweater / cap / boots / singlet / short / slippers / skirt /

blouse.
Teacher: What should you wear on a rainy day?

Pupils: On a rainy day, I put on my raincoat and boots, teacher.

SITUATION 3:
SING A SONG

Teacher: Let us sing this song together.

THIS IS THE WAY

(tune: Mulberry Bush)
This is the way I wash my clothes
I wash my clothes, I wash my clothes
This is the way I wash my clothes, so early in the morning.
(Teacher can change with rinse, hang, fold…)

Teacher : Now, I’ll show you the actions before we sing the song again.
37
 SITUATION 4:
HOW TO KEEP YOUR CLOTHES CLEAN?

Teacher shows pictures of clean and dirty clothes.

Teacher: Which picture do you like?

Pupils: I like this picture / this one, teacher.
Teacher: Why?

Pupils: The clothes are clean.

Teacher: Why do we need to keep our clothes clean?

Pupils: It is nice. / It smells good / fresh, teacher.

Teacher: How do you keep your clothes clean?

Pupils: My mother washes them everyday.

Teacher: What do you use to wash your school shoes?

Pupils: I use a brush / soap / water.

Teacher: Do you know how to fold your clothes?

Pupils: Yes / No, teacher.

Teacher: Come children, I will show how to fold your t-shirt.

Teacher will demonstrate.

Teacher: Where do you keep your clothes?

Pupils: In the basket. / In the drawer. / In the cupboard.

38
SITUATION 1:
INTRODUCING NAME OF PLANTS / FIELD TRIP

Teacher: Name the plants you can see in our school.

Pupils: Coconut tree / mango tree / hibiscus plant.
Teacher: Now, I will show you pictures of plants. Let’s say the names of these
plants together. (Children repeat after me.)
Teacher: Name plants that produce fruits.
Pupils: Coconut tree / mango tree / papaya tree / rambutan tree.
Teacher: Name plants that do not produce fruits.
Pupils: Hibiscus / sunflower / rose / bougainvillea.

SITUATION 2:
PARTS OF PLANTS

Teacher shows pupils a balsam.

Teacher: What is the name of this plant?

Pupils: Balsam.
Teacher: What can you see?
Pupils: Leaves / roots / branch / stem / flower.

Teacher: Let’s say the words together.

Pupils repeat after teacher – leaves, roots, branch, stem and flower.

Teacher: How many leaves are there?

(Pupils count the leaves.)

Pupils: Three leaves.

Teacher shows a picture of a balsam and asks pupils to name the picture.

39
 SITUATION 3:
COMPARING LEAVES

Teacher: Children, let’s go to the school field / garden.

Now, let’s look for leaves. Pick a leaf/ some leaves, bring it / them
back to class.
Pupils: Okay, teacher.

(In the class)

Teacher: Children, come to the front and bring your leaves.
Teacher chooses three types of leaves of different sizes and puts them on the table.

Teacher: Show me the biggest leaf.

Teacher: Show me the smallest leaf.

Teacher chooses two types of leaves of different sizes and puts them on the table.

Teacher: Which one is bigger?

Teacher: Which one is smaller?

Teacher: Who has green leaves?

Pupils with green leaves raise their hands.

Teacher: Who has dried leaves?

Pupils with dried leaves raise their hands.

Teacher: Take a leaf and feel the surface.
Is it smooth or rough?
Pupils: It is smooth / rough.

40
SITUATION 4:
PLANTING A PLANT

Teacher: Today, we want to grow onions.

What do we need to plant onions?
Pupils: Soil / water / pot / spade / watering can / poly bag / onion.
Teacher: Let’s say the words.

Children repeat after the teacher (soil, water, pot, spade, watering can, poly bag).
Teacher does the activity together with the pupils.
Teacher: Now, we loosen the soil.
Take one poly bag and open it.
Use a spade and put four scoops of soil into the poly bag.
Put your onion into the poly bag.
Now, water it using a watering can.
What do you think will happen to the onion?

41
 SITUATION 5:
FRUITS SONGS

SONG 1
Teacher sings with action together with pupils.
The lyrics can be changed to other fruits.

PAPAYA THE TARAP OPEN BANANA

Wash papaya, Pick the tarap, Pluck banana,
Wash, wash papaya Pick, pick the tarap Pluck, pluck banana,
Peel papaya, Peel the tarap, Cut banana,
Peel, peel papaya Peel, peel the tarap Cut, cut banana
Cut papaya, Eat, the tarap Eat banana
Cut, cut papaya Eat, eat the tarap Eat, eat banana
Eat papaya Mmmm … yummy. Mmmm … yummy.
Eat, eat papaya
Mmmm … yummy.

SONG 2: THE FRUIT SONG

(Tune: Are you sleeping)
Watermelon, watermelon
Papaya, papaya
Banana, banana, banana, banana
Delicious, delicious.

42
SITUATION 6:
ONE SEED, MANY SEEDS

Teacher pastes picture cards of fruits on the white board.

Teacher: Children, repeat after me.
(mango, apple, rambutan, papaya, banana, lychee)
Teacher: Do you know which fruits have one seed?
Pupils: Mango / rambutan / lychee
Teacher: Can you point to the fruits that have many seeds?
Pupils: Papaya / apple / durian / watermelon / orange / dragon fruit
Teacher: How about bananas?
Pupils: Bananas do not have seeds, teacher. / Some bananas have seeds.
Teacher: Very good, children.

SITUATION 7:
IDENTIFY VEGETABLES

Teacher shows a picture chart of vegetables to pupils.

Teacher: Please say after me. / Please repeat.

(cucumber, tomato, carrot, cabbage, brinjal / egg plant / okra / long
beans)
Teacher: Can we eat the seed of the vegetables?
Pupils: Yes, we can. / No, we can’t.
Teacher: Which vegetables are orange in colour?
Pupils: Carrot.
Teacher: Which vegetables are green in colour?
Pupils: Cucumber / okra / cabbage.
Teacher: Which vegetables are red in colour?
Pupils: Chilli / capsicum.
Teacher: Which vegetables are purple in colour?
Pupils: Cabbage / brinjal / onion / yam / sweet potato.
43
 SITUATION 8:
VEGETABLE IS GOOD FOR HEALTH

Teacher: Do you know that vegetables are good for health?

Carrot is good for your eyesight.
Who likes to eat carrot?
Pupils: I like, teacher.

44
 SITUATION 1:
THE WEATHER TODAY

Teacher: Children, please look outside. How is the weather today?

Pupils: Sunny / cloudy / windy / rainy.
(Teacher shows pupils pictures cards of different types of weather.)
Teacher: Please say after me. / Please repeat.
Sunny day / cloudy day / windy day / rainy day.
Teacher: What will happen on a sunny day?
Pupils: Our bodies will sweat. / Ice-cream will melt. / Clothes will dry.
Teacher: What should we do on a rainy day?
Pupils: Shut the window. / Take the clothes from the clothes line. / Switch off
the television / computer. / Sleep.
Teacher: What can we do on a windy day?
Pupils: Kite flying.
Teacher: What can we see on a cloudy day?
Pupils: Lightning / birds flying back to their nest / heavy rain.

SITUATION 2:
SING A SONG

Teacher: Can you please form a big circle and sit down.
Siti, please stand in the circle.
Now let’s sing “Rain, Rain, Go Away” together.

RAIN, RAIN, GO AWAY

Rain, rain, go away,
Little Siti (change to pupil’s name: Siti) wants to play,
Rain, rain, go away,
Come again another day.

Siti will walk in front of her friends until the song ends. The person who is in front of
her will take her turn.)
45
 SITUATION 3:
ARRANGE THE LYRICS

Teacher sings “Rain, Rain, Go Away” with pupils.

Teacher prepares the lyrics in sentence strips.
After that, pupils will arrange the sentences correctly to form the lyric.

Teacher: Now, I want you to arrange these sentences to make a complete

song.
Teacher: Zara, can you come here and take the first sentence of the song.
Paste it on the white board.

Teacher: Children, let us read the sentences together.

Teacher: Let us sing the song together.

SITUATION 4:
WEATHER CHART

Teacher prepares the weather chart.

Teacher: What day is today?

Pupils: Today is Monday / Tuesday / Wednesday / Thursday / Friday.
Teacher: Class, what / how is the weather today?
Pupils: It is a sunny day / cloudy day / windy day / rainy day.
or It is sunny / cloudy / windy / rainy.
Teacher: Amin, please take a picture for today’s weather. Paste it above the
word ‘Monday’.

46
 SITUATION 1:
INTRODUCTION OF FESTIVAL

Teacher: Name the festivals that you know.

Pupils: Hari Raya Aidilfitri, Christmas, Chinese New Year, Deepavali

Teacher: When do the Muslims celebrate Hari Raya?

Pupils: They celebrate Hari Raya Aidilfitri on the first day of Syawal, teacher.

Teacher: Children, before Hari Raya Aidilfitri what must Muslims do?

Pupils: They must fast for a month.

Teacher: How about Christmas? When do we celebrate it?

Pupils: On the 25th of December, teacher.

Teacher: What is the common colour you see during Chinese New Year?

Pupils: Red/ yellow/ gold/ orange.

Teacher: How about Hindus? What festival do they celebrate every year?

Pupils: Deepavali/ Thaipusam/ Ponggal.

47
 SITUATION 2:
OPEN HOUSE

Teacher: Children, do you go to your friend’s house during ……………….?

Pupils: Yes/ No, teacher.

Teacher: Children, ‘open house’ is a common tradition practised in Malaysia.

We invite friends and relatives to our house.
What do Muslims/ Chinese/ Hindus serve?
Pupils: Hari Raya Aidilfitri: rendang, cookies, ‘bahulu’, ‘ketupat’, satay,
‘dodol’, ‘lemang’, ‘nasi impit’, ‘lontong’
Chinese New Year: nien Gao, kam (mandarin oranges), egg rolls,
love letters, prawn crackers, sweets
Deepavali: ‘muruku’, ‘tosai’, ‘chapatti’, ‘laddu’, ‘lassi’, ‘vadai’
Christmas: cakes, roasted turkey, roasted lamb, sweets
Teacher: What else do we have during Hari Raya/ Chinese New Year/
Deepavali/ Christmas?
Pupils: During Hari Raya Aidilfitri, we can see fireworks, lights and ketupat
decoration.
During Chinese New Year, we can see lion dance, fireworks, ‘ang
pao’ (red packed) and lime tree.
During Deepavali, we can see ‘kolum’ and lights.
During Christmas, we can see Christmas tree, Christmas socks,
Santa Claus and snowman.
Teacher: What do Muslims/ Chinese/ Hindus wear?

Pupils: Hari Raya: baju kurung, kebaya, songkok, baju melayu

Chinese New Year: cheongsam, samfu, bright coloured or red
clothes
Deepavali: dothi, sari, Punjabi suit
Christmas: new clothes

48
SITUATION 3:
BORNEO FESTIVAL

Teacher: Who has been to Sabah/ Sarawak before?

Pupils: Yes, I have. / No, I have not / No, I haven’t.

Teacher: Sabah/ Sarawak is located in the east of Malaysia.

Have you heard about Kaamatan/ Gawai Dayak festival?
Pupils: No, teacher. / Yes, teacher.

Teacher: On 30th and 31st of May every year, the Kadazan-Dusun celebrate the
harvest festival. The harvest festival is also known as Pesta Kaamatan.
Pupils: What is the harvest festival, teacher?

Teacher: It’s a thanksgiving celebration for a good paddy harvest.

Gawai Day or Gawai Dayak is a festival celebrated in Sarawak on the
1st and 2nd of June every year by the Dayaks.

Pupils: What do they do when they celebrate Pesta Kaamatan/ Gawai Dayak?

Teacher: They will wear traditional costumes, perform traditional dances, “Unduk
Ngadau”/ “Kumang Gawai” beauty contest, visit friends and relatives.

49
 SITUATION 1:
LAND TRANSPORT

Teacher: Anna, who sent you to school this morning?

Anna: Nobody./ I walked to school alone./ I walk with my father/ my mother/
my sister/ my brother/ my grandfather/ my grandmother.
Teacher: Raja, how do you come to school?
Raja: By van/ bus/ school bus/ car/ motorcycle/ bicycle/ walk to school/
sampan/ boat.
Teacher: Seroja, what is the difference between a car and a sampan?
Seroja: I don’t know. / A car has four wheels and a sampan doesn’t have any
wheels./ I can see cars on land and sampans at the river/ on water.
Teacher: Children, can you name the vehicles?
Pupils: Car/ lorry/ motorcycle/ trishaw/ bicycle/ van/ train/ bus.
Teacher: Goh, do you know that our country produces cars?
Goh: No, I don’t. / Yes, I do.
Teacher: Can you name some Malaysian cars?
Pupils: Saga, Waja, Persona, Gen 2, Kembara, Myvi, Kancil, Viva, Alza,
Kelisa, Tiara, Wira, Satria, Rusa, Ezora .
Teacher: What is the difference between a car, a motorcycle and a trishaw?
Pupils: I don’t know. / the wheels / the tyre / the sound / the passenger’s
seats / steering/ shape.
Teacher: Which vehicle is the smallest/ biggest/ longest.
Pupils: The smallest vehicle is a bicycle./ The biggest vehicle is a bus. The
longest vehicle is a train.
Teacher: How many wheels are there on a bus? (can replace with other
vehicles)
Pupils: I don’t know. / Eight wheels.

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 Teacher: Children, let us sing this song together.

The wheels on the bus

The wheels on the bus go round and round…3X
The wheels on the bus go round and round, all through the town!
*The people on the bus go up and down
*The horn on the bus goes beep, beep, beep
*The wipers on the bus go swish, swish, swish
*The signal on the bus go blink, blink, blink
*The motor on the bus goes zoom, zoom, zoom
*The babies on the bus go waa, waa, waa
*The parents on the bus go shh, shh, shh
*The mummy on the bus says, I love you.

SITUATION 2:
WATER TRANSPORT

Teacher: Children, do you like to watch movies?

Pupils: Yes, I do. / No, I don’t’ (Teacher show a short video/ power point
presentation about water transport)
Teacher: Can you tell me what you saw?
Pupils: Sampan/ raft/ ferry/ jet ski/ boat/ ship/ kayak/ yacht/ river/ sea/ fish/
people/ rod/ sailing/ submarine.
Teacher: What is the difference between them?

Pupils: Some of them are small and some of them are big.

Teacher: Who has travelled by ship/ ferry?

Pupils: Never, teacher. / I, teacher. I have travelled with my family on the ship.
Teacher: Who comes to school by boat/ sampan?

Pupils: Nobody, teacher. / I teacher.

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 Teacher: Farish, can the ship sail through the river? (Can change with water
transport/ sea or river)

Farish: No, teacher/ I don’t know, teacher/ Yes.

Teacher: Can you tell me why? (If the answer is No)

Pupils: The ship cannot sail through the river because the water in not deep
enough.
Teacher: Children, let us sing this song together.

Do You Ever See A Sailboat

(Tune: The More We Get Together)
Do you ever see a sailboat
A sailboat, a sailboat
Do you ever see a sailboat
That sails in the wind?
The wind blows, the boat goes
The wind blows, the boat goes
Do you ever see a sailboat
That sails in the wind?

52
SITUATION 3:
AIR TRANSPORT

Teacher: Shena, can you guess what I have folded? (origami of an aeroplane)

Shena: That’s an aeroplane teacher.

Teacher: Yes, correct. Thank you, Shena.
Children, where can you see the aeroplane?
Pupils: In the sky. / Up there, teacher.
Teacher: Besides aeroplane, what other air transport you have seen?
Pupils: Helicopter/ jet/ hot air balloon/ rocket.
Teacher: Who has travelled in an aeroplane?
Pupils: Nobody. / I, teacher. / Ah Meng, teacher.
Teacher: Ah Meng, can you tell your friends the people you saw in the aeroplane?
Ah Meng: Stewardess/ steward/ other passengers.
Teacher: Who flies an aeroplane?

Pupils: Pilot/ A pilot flies an aeroplane.

53
 SITUATION 1:
FISH IN THE AQUARIUM

Teacher shows an aquarium filled with goldfish/ guppy fish/ angel fish
Teacher: Children, what can you see in the aquarium?
Pupils: I can see fish.
Teacher: How many fish are there in the aquarium?
Pupils: There are … fish/ fishes in the aquarium.
Teacher: Do you know the name of these fishes? / can you name the fishes?
Pupils: Goldfish, guppy fish, angel fish.
Children will name the fishes with teacher’s guidance.

Teacher: Which fish is the biggest?

Pupils: Goldfish/ angel fish.
Teacher: Which fish is the smallest?
Pupils: Guppy fish.
Teacher: Look at the goldfish and the guppy fish, which one is bigger?
(We can compare with other fish).
Pupils: Goldfish is bigger than guppy fish.
Teacher: What is the colour of the goldfish/ guppy fish/ angel fish?
Pupils: Goldfish is orange. / Guppy fish is colourful.
Teacher: Good, where do they live?
Pupils: Aquarium/ in the aquarium.
Teacher: Children, fishes live in water.

54
SITUATION 2:
ANIMALS AND THEIR HOMES

(Teacher shows 5 pictures – house, kennel, stable, shed, hutch, cage)

Teacher: Look at the pictures, where do we live?
Pupils: House (point to the picture).
Teacher: Yes, you’re right. We live in a house.
(Teacher takes out animal model/ pictures – cat, duck, cow, dog, rabbit, horse)
Teacher: Name these animals.

Pupils: Cat/ duck/ buffalo/ cow/ hen.

Teacher: Now, I will put you into groups of 5. I am going to give you 5 pictures
of animals and their homes. Match the animals to their homes.
(Pupils do the activity)

Teacher: Have you finished/ completed?

Pupils: Yes, teacher.
Teacher: Can you tell me where the cat/ cow/ buffalo/ duck lives?
Pupils: The cat lives in a house.
The cow lives in the cowshed.
The rabbit lives in a hutch.
The dog lives in the kennel.
The horse lives in the stable.
The hen lives in the coop.

55
 SITUATION 3:
ANIMAL’S FOOD

Teacher shows a plate of meat and some plants. Teacher takes out 2 animal
models/ picture cards (a cow and tiger).

Teacher places the meat on table A and plants on table B.

Teacher: Now, I’m going to give each one of you an animal model or picture
cards (example: lion, goat, elephant, giraffe, crocodile, snake)

Teacher: We are going to group the animals according to their food.

Teacher: Okay, children, put the animals which eat meat on table A. Put the
animals which eat plants on table B.
Pupils do the activity.

Teacher: Children, let’s check the animals on table A. Do all the animals on
table A eat meat? Can you name them?
Pupils: Lion, snake, frog, leopard, crocodile, lizard.

Teacher: Well done. Children, let’s check the animals on table B. Do all
animals on table B eat plants? Can you name them?
Pupils: Yes, teacher. Elephant, goat, giraffe, horse, zebra.

Teacher: Good, you’re right. Now I’m going to give you a worksheet. Please
match the animals with their food.

56
SITUATION 4:
LIFE CYCLE OF A CHICKEN

Teacher gives each pupil an egg.

Teacher: Children, what is in your hand?
Pupils: An egg, teacher.
Teacher: Let’s talk about the egg.
Pupils talk about the egg with teacher’s guidance.
Question 1

Teacher: Do you know where the eggs come from?

Whose egg is this? Cat? Hen? Or rabbit?
Pupils: Hen, teacher.
Teacher: Yes, you’re right. Hens lay eggs.
Teacher shows the picture of a hen laying eggs.
Teacher: The hen will keep the eggs warm. / The hen sits on the eggs to
keep them warm.
Teacher shows the picture of a hen laying eggs.
Question 2
Teacher: After a few weeks what will happen to the egg?
Pupils: The egg will break/ hatch.
Teacher: Yes, you’re right. The chick breaks out of the egg.
Teacher shows the picture of a chick breaking out.
Question 3
Teacher: After sometime what will happen to the chick?
Pupils: The chick will become a chicken.
Teacher: Good, the chick grows into a chicken.
Teacher shows the picture of a chick breaking out.
Teacher shows the picture of a chicken. Then the teacher shows the chart of the
chicken’s life cycle.
Teacher goes through the chart with pupils.
Teacher repeats questions 1, 2 and 3.
57
ADVISOR
Director
Dato' lbrahim bin Mohamad
Bahagian Pembangunan Kurikulum (BPK)
PANEL OF WRITERS
Shamsudin bin Hj. Jami
B. Jagdeesh Kaur Gill
Regina Joseph Cyril
Harlina binti Mohamad
Tajul Effendy bin Hassan
Zaitoon binti Zakaria
Rohani binti Abdul
Zaharah binti Ismail Ali
Mohd. Azahar bin Madar
Nani Mastina binti Abdul Hadi
Noorjahan binti Sultan
Soh Lih Ru
Sia Soh Guad
Wan Ahmad Farid bin Wan Ibrahim
Christina Sim Pei Pei
Adeline Simon
Jaime Muering John
Rohana binti Mohd Kamis
Kamariah binti Yusof
Zarina binti Ali Ahmed
Noryurni Shahida binti Mohd Yusoff
Zalina binti Harun
Hemalatha a/p N. Govindasamy
Siti Shakilah Nirmala binti Abdullah
Wong Ming Tsuey
Faizul bin Mohamed
Marlini binti Ali Usman
Zaiton binti Ahmad
Christine G. Sivilingam
CHIEF EDITOR
Head
Early Childhood Care and Education Unit
Hajah Norashikin binti Hashim
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
Bahagian Pembangunan Kurikulum
SK lndera Mahkota Utama, Pahang
SK Puteri Pandan 1, Kuala Lumpur
SK Batu Unjur, Klang, Selangor
SK Padang Kemunting, Terengganu
SK Batu 4 Jalan Apas, Tawau, Sabah
SK Ulu Kakus, Tatau, Sarawak
SK Sampun Tebun, Asajaya, Sarawak
SK Pulai, Merlimau, Melaka
SK Batu 7, Dungun, Terengganu
SK Taman Klang Jaya, Selangor
SK Kuala Abang, Dungun, Terengganu
SK Labu Ulu (Bt. 8), Seremban, Negeri Sembilan
SK Perwira, Teluk lntan, Perak
SK Sri Tangkak, Ledang, Johor
SJK(C) Tun Tan Cheng Lok, Subang Jaya, Selangor
SK Padang Garong 1, Kota Bharu, Kelantan
SK Batangan, Marang, Terengganu
SK Penghulu Abu Bakar, Baling, Kedah
SK Bandar Sunway. Selangor