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KEMENTERIAN PELAJARAN MALAYSIA Kurikulum Standard Sekolah Rendah TEACHER'S GUIDEBOOK ENGLISH YEAR 2 Terbitan Bahagian

KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

TEACHER'S GUIDEBOOK

ENGLISH

YEAR 2

Terbitan

Kurikulum Standard Sekolah Rendah TEACHER'S GUIDEBOOK ENGLISH YEAR 2 Terbitan Bahagian Pembangunan Kurikulum 2011

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.

C O N T E N T

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.

resource for teachers in implementing the new curriculum. CDD believes that the contents of this guidebook

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

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P R E F A C E
P R E F A C E

This teacher’s guidebook serves as a guide to teachers with regard to the learning standards that should be achieved. It covers some aspects of the language skills, language arts as well as the suggested word list required to be taught in Year Two.

the suggested word list required to be taught in Year Two. Section 1 of the guidebook

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.

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CURRICULUM OVERVIEW SYLLABUS OVERVIEW
CURRICULUM OVERVIEW SYLLABUS OVERVIEW
CURRICULUM OVERVIEW SYLLABUS OVERVIEW
CURRICULUM OVERVIEW SYLLABUS OVERVIEW

CURRICULUM OVERVIEWSYLLABUS OVERVIEW

SYLLABUS OVERVIEWCURRICULUM OVERVIEW

ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS

AIM

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

OBJECTIVES

By the end of Year 6, pupils should be able to: read and comprehend a
By the end of Year 6, pupils should be able to:
read and comprehend a
range of English texts for
information and enjoyment
communicate with peers and
adults confidently and
appropriately in formal and
informal situations
2
media
3
1
OBJECTIVES
4
5

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

write a range of texts using appropriate language, style and form through a variety of

use correct and appropriate rules of grammar in speech 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 children‟s literature.

As English language learning is developmental, the focus in Years 1 and 2 is basic literacy. This is done by building a strong foundation in basic literacy skills namely reading through phonics, penmanship and basic listening and speaking. Activities are contextualized and fun-filled with integration of language skills in meaningful contexts.

In Year 3 and onwards, pupils will further develop the ability to speak, listen, read
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
(Years 1, 2 & 3)
Listening & Speaking
Reading
Writing
Grammar (from Year 3)
Music
Poetry
Drama
Class Readers
Listening & Speaking
Reading
Writing
Grammar
Literature
LEVEL 2
(Years 4, 5 & 6)
English at Play:
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:

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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
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.

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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 pupilslevel 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.

to town, country and more distant foreign locations. ROLE OF THE TEACHER The teacher is the

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:

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

the stress, rhythm and intonation patterns and how to use them correctly;and structural sentences in various situational contexts; to recognise, understand and use not only verbal but

to recognise, understand and use not only verbal but also non-verbal communication; andand intonation patterns and how to use them correctly; oral communication practice by means of repeating,

oral communication practice by means of repeating, responding, understanding and applying structures of the language in order to prepare them for communication.use not only verbal but also non-verbal communication; and In order to achieve the abovementioned, content

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.

to communicating in various situations effectively. Content Standards By the end of the six-year primary

Content Standards

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

1.1

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

1.2 listen

and

respond

appropriately

in

formal

and informal situations

of

purposes.

for

a

variety

1.3

understand

respond to oral texts

in

variety of

contexts.

and

a

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.

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

develop pupils‟ phonemic awarene ss evelop pupils‟ phonemic awareness

engage in fun learning activities such as reciting rhymes, poems and tongue twisters as well as singing songsin this manner : d evelop pupils‟ phonemic awarene ss participate in daily conversations follow and

participate in daily conversationsrhymes, poems and tongue twisters as well as singing songs follow and give instructions and directions

follow and give instructions and directionsas well as singing songs participate in daily conversations able to participate in conversations talk on

able to participate in conversationsconversations follow and give instructions and directions talk on topics of interest Relationships are established

talk on topics of interestand directions able to participate in conversations Relationships are established through the ability to

Relationships are established through the ability to communicate by listening first then speaking thoughts, ideas
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.

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Content Standards

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

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

2.2 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.

materials using a range of strategies to construct meaning. 2.3 read independently for information and enjoyment.
materials using a range of strategies to construct meaning. 2.3 read independently for information and enjoyment.

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;which has been developed incrementally in this manner : recognise and articulate phonemes; blend and segment

recognise and articulate phonemes;in this manner : distinguish the shapes of the letters; blend and segment words; apply word

blend and segment words;shapes of the letters; recognise and articulate phonemes; apply word recognition and word attack skills to

apply word recognition and word attack skills to acquire vocabulary;recognise and articulate phonemes; blend and segment words; read and understand phrases, simple sentences and texts;

read and understand phrases, simple sentences and texts; andapply word recognition and word attack skills to acquire vocabulary; read independently for information and enjoyment.

read independently for information and enjoyment.recognition and word attack skills to acquire vocabulary; read and understand phrases, simple sentences and texts;

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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.also encouraged in the first two years of primary education: Here, articulation and pronunciation of words

Here, articulation and pronunciation of words by the teacher have to be as precise as possible for pupils to efficiently imitate and reproduce correctly.Implementing this strategy allows teachers to model reading. This strategy effectively engage pupils in a text

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.for pupils to efficiently imitate and reproduce correctly. Teachers should also carry out shared reading strategies

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
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.

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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

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.to write for different purposes and for different audiences. spelling and dictation are also given emphasis.

spelling and dictation are also given emphasis.for pupils who are able and proficient in the language. To achieve the abovementioned, content and

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

form letters and 3.2 words in neat legible print including cursive writing.
form
letters and
3.2
words in neat legible
print
including
cursive writing.

Content Standards

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

3.1

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

3.3 write and present ideas through a variety of media.

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

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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‟
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 songs through performance.

4.2 express personal response to literary texts.

4.2 express personal response to literary texts. 4.3 plan, organize and produce creative works for
4.3 plan, organize and produce creative works for enjoyment.
4.3 plan, organize and
produce creative
works for
enjoyment.
plan, organize and produce creative works for enjoyment. The culmination of all content standards in language
plan, organize and produce creative works for enjoyment. The culmination of all content standards in language

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

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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
ASSESSMENT

SUMMATIVE

FORMATIVE

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:

METHODS OF ASSESSMENT
METHODS OF
ASSESSMENT

Observations

Tests

Oral

Presentations

Checklists

Writings

Creative Works

Classroom observations are useful tools for teachers to assess their pupilsperformance. Teachers observe pupilsoracy skills as they engage in conversations among peers and when they take part in oral presentations. Teachers can prepare a checklist to record their pupilsprogress. 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.

motivating, correcting and refocusing their efforts. WORD LIST The list of words selected for teaching is

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
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
Critical Thinking
Intelligences
Information and
Communication
Technology Skills
Contextual
Learning
Values &
Citizenship
EDUCATIONAL
EMPHASES
Mastery Learning
Learning How to
Learn
Entrepreneurship
Creativity &
Constructivism
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.

through performance and producing simple creative works. Entrepreneurship Fostering an entrepreneurial mind set among

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

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.

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W hat’s in store for Year Two pupils? T he Y ear Two E nglish

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

THE LISTENING AND SPEAKING SKILL

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

pupils need to be exposed to good language with the teacher being the role model
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
tune into sounds (auditory discrimination),
listen and remember the sounds (auditory memory and sequencing), and
talk about the sounds (developing vocabulary and language comprehension).
sounds (developing vocabulary and language comprehension). The listening and speaking lessons would familiarise pupils

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

a)

b)

c)

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
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
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 sounds in a non-restrictive and joyful environment. The processes of blending and segmenting for reading

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

20

THE WRITING SKILL

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

ability to write words, phrases and simple sentences in neat, legible print ability to write
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
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
LISTENING & SPEAKING READING WRITING LANGUAGE ARTS
LISTENING & SPEAKING READING WRITING LANGUAGE ARTS
LISTENING & SPEAKING READING WRITING LANGUAGE ARTS

LISTENING & SPEAKINGREADING WRITING LANGUAGE ARTS

READINGLISTENING & SPEAKING WRITING LANGUAGE ARTS

WRITINGLISTENING & SPEAKING READING LANGUAGE ARTS

LANGUAGE ARTSLISTENING & SPEAKING READING WRITING

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
The Listening and Speaking Content and Learning Standards for Year 2 are as follows:
Content Standards
Learning 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.
1.1.1
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
1.1.3
1.1.4
Able to listen to and enjoy simple stories.
Able to listen to, say aloud and recite
rhymes or sing songs.
Able to talk about a stimulus with guidance.
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.
1.2.1
Able to participate in daily conversations:
(a)
(b)
(c)
(d)
(e)
exchange greetings
make polite requests
express apologies
talk about oneself
introduce family members and friends
(f)express a simple apology
1.2.2
Able to listen to and follow:
a)
b)
1.2.3
simple instructions in the classroom.
simple directions to places in the school.
Able to give:
a)
b)
simple instructions in school.
simple directions to places in school.
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.
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 TEACHER’S NOTES TRY ME Suggested Sounds Suggested Material 1. Walk around the classroom.
ACTIVITY
CONTENT
TEACHER’S NOTES
TRY ME
Suggested Sounds
Suggested Material
1. Walk around the
classroom.
1. tapping of shoes
2. crumpling of papers
dragging chairs/ tables
knocking on doors
dropping objects on the
floor
Prepare:
2. Pupils listen and identify
the sound heard e.g.
tapping sound of shoes.
3.
4.
suitable shoes that
produce a tapping
sound.
5.
3. Select pupils to walk
around with shoes
provided by the teacher.
4. Make other sounds and
pupils identify them.
5.
Pupils do the actions.
GET TO KNOW ME
Suggested Sounds
Suggested Material
1. Play recorded sounds.
2. Pupils listen and guess
the sounds.
1.
raking
Prepare:
2.
spraying
3. Show pictures and
objects.
3.
screeching of brakes
1.
pictures of
4.
glasses breaking
objects/realia:
4. Play recorded sounds
again.
5.
scooping sand
rake
spade
5. Pupils identify the
sounds heard and pick
the correct pictures.
fire extinguisher
car
glasses
2.
recorded sounds and
the required pictures.
e.g.
Note:
Teachers are encouraged
to use other suitable
sounds.

26

LET’S 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?

2. Where is the horse?

3. What is the cat doing?

4. What is the bird doing?

5. What is the hen doing?

1. recorded jazz chant

2. pictures

e.g.

1. duck wading

2. horse galloping

3. cat scratching

4. bird pecking

Jazz Chant

5. hen – flapping
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.

the tree. What is the hen doing? Flapping its wings. The duck, the horse, the cat,

27

Learning Standard:

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

(b) instrumental sounds

ACTIVITY CONTENT TEACHER’S NOTES THAT’S MY SOUND! Suggested Instruments Suggested Material 1. Divide pupils into
ACTIVITY
CONTENT
TEACHER’S NOTES
THAT’S MY SOUND!
Suggested Instruments
Suggested Material
1. Divide pupils into
groups.
1. tick- tock
2. triangle
 Prepare the musical
instruments.
2. Distribute musical
instruments to each
group.
3. tambourine
4.
castanet
5. recorder
6. melodian
3. Play a musical
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
groups.
1. tick-tock
2. triangle
 Prepare the musical
instruments
2. Distribute musical
instruments.
3. tambourine
4. castanet
Instructions for the class:
3. Stand in the middle of
the class.
Jazz Chant
4. Play an instrument.
1. group on the left plays
the tambourine
5. The group with the
same instrument
follows.
6. Repeat with other
instruments.
7. Say the jazz chant
and pupils play the
instruments.
Music, music, music
Music everywhere
On my left
On my right
In front of me
Behind me
Music, music, music
music everywhere
2. group on the right plays
the triangle
3. group in front of teacher
plays the tick-tock
4. group behind the
teacher plays the
castanet.
CATCH ME IF YOU CAN
Suggested Instruments
Suggested Material
 Musical instruments
1. Divide pupils into
groups.
1. recorder
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

mother

pupil will be the

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.
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

TEACHER’S NOTES

FOLLOW ME!

Suggested Actions

1. Say and show the actions.

1. Stamp your foot

I am stamping my foot

2. Pupils follow.

2. Sniff with your nose I am sniffing with my nose. 3. Clap your hands
2. Sniff with your nose
I am sniffing with my
nose.
3. Clap your hands
I am clapping my
hands.
4. Slap your thighs
I am slapping my
thighs.
Suggested
Sentence Patterns
1.
sentence strips
1. These are my hands.
(clap your hands)
2.
2. These are my fingers.
(snap your fingers)
1. hands
3. These are my feet.
(stamp your feet)
2. fingers
3. feet
4. These are my thighs.
(slap your thighs )
4. thighs
Suggested Dialogue
Teacher: Who puts the
nose in the big red
box?

3. Call a pupil to say and do the actions.

4. The other pupils follow.

5. Repeat with other actions.

WHAT AM I?

Suggested Material

1. Each group is given a set of 4 jigsaw puzzles.

jigsaw puzzle of the following body parts:

2. Pupils arrange them to form pictures.

3. Pupils say the sentences and do the actions.

Siti

:

Ali puts the nose

Ali

:

(sniffing sound) in the big red box. Who me?

Siti

:

Yes you.

Ali

:

Couldn‟t be.

Siti

:

Then who?

Ali

:

Abu puts the nose

Abu :

 

(sniffing sound) in the big red box. Who me?

30

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

31

Learning Standard:

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

(d) rhythm and rhyme

ACTIVITY

CONTENT

TEACHER’S NOTES

GIVE ME MORE

1. Put up pictures.

2. Talk about the pictures.

3. Recite the rhyme.

4. Stress on words with medial sound /ʊ/.

5. Pupils say the words aloud.

6. Pupils are asked to give other words with medial sound /ʊ/.

Suggested Words

Suggested Material

Required pictures

Other words with medial /ʊ/ and /u:/ sound:

1. cook

2. book

3. look 4. took  hook Suggested Rhyme  foot  wood Farook is a
3. look
4. took
 hook
Suggested Rhyme
 foot
 wood
Farook is a cook.
He likes to cook.
He took a book.
To have a look.
 good
 boot
 root
 hood
 wool
 moon
 food
Suggested Words
Required pictures
1. bee
2. free
3. tree
4. coffee
5. sea
6. tea
Suggested Rhyme
I see a bee,

Flying free from tree to tree,

I like coffee, I like tea,

I like to eat by the sea.

MAKE IT RIGHT

1. Recite a rhyme.

2. Pupils repeat.

3. Stress on words with final sound /i:/ as in the graphemes „ee‟ and „ea‟.

4. Pupils say the words aloud.

5. Pupils tap to the beat when saying the rhyme.

6. Give more words with the final /i:/ sounds as in the graphemes „ee‟ and „ea‟.

32

Learning Standard:

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

(d) rhythm and rhyme

ACTIVITY

CONTENT

TEACHER’S NOTES

RHYME ALONG

1. Pupils identify the pictures.

Suggested Rhyming Words

Suggested Material

1. pictures

1. bone, cone 2. word cards 2. nose, rose 3. line, nine e.g. 4. glide,
1. bone, cone
2. word cards
2. nose, rose
3. line, nine
e.g.
4. glide, slide
5. pipe, wipe
6. rope, rode
Suggested Sentences
bone
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
the slide.
slide
6. Let‟s wipe the pipe and
paint it white.
cone

2. Display word cards. Say the words.

3. Pupils put the word cards on the pictures.

4. Say the sentences.

5. Pupils fill in the blanks with rhyming words.

6. Say the sentences in groups.

33

Learning Standard:

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

(e) alliteration ACTIVITY CONTENT TEACHER’S NOTES SAY IT RIGHT Suggested Words Suggested Material 1. Put
(e) alliteration
ACTIVITY
CONTENT
TEACHER’S NOTES
SAY IT RIGHT
Suggested Words
Suggested Material
1. Put up a composite
picture.
1. sliding
Prepare:
2. skipping
2. Emphasise on the
phoneme /s/. e.g.
ssssliding
sssskipping
sssskating
3. skating
a composite picture that
illustrates the rhyme
4. Selvy
5. Soo Chin
6. Siti
3. Recite the rhyme and
pupils repeat. Clap in
rhythm.
Suggested Rhyme
4. Say “ssss” and tell the
pupils to watch each
other‟s lips as they
say “ssss”.
5.
Pupils identify the
words starting with “s”.
Soo Chin, Selvy and Siti
are in the playground,
Soo Chin is sliding
down,
Selvy is skipping round
and round,
Siti is skating all around,
Laughing, merrily,
What a happy sound!
SO NEAR YET SO FAR
Suggested Words
Suggested Material
1. Put up pictures.
1. comb
2. Emphasise on the /k/
sound. e.g. The candle
is on the cake.
2. cake
3. coat
Pictures of objects
that begin and do not
begin with the /k/
sound.
4. cat
3. Say the sentences.
Pupils repeat.
5. cap
6. cow
4. Point to the picture and
pupils name it.
Suggested Sentences
5. Identify objects that do
not begin with the /k/
sound.
1. The candle is on the
cake.
2. The cat is near the cow.
6. Identify objects that
begin with the /k/ sound.
3. The comb is in the coat.

34

Learning Standard:

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

(e) alliteration ACTIVITY CONTENT TEACHER’S NOTES JOLLY ME Suggested Words Suggested Material 1. Say „l‟
(e) alliteration
ACTIVITY
CONTENT
TEACHER’S NOTES
JOLLY ME
Suggested Words
Suggested Material
1. Say „l‟ and tell the pupils
to look into a mirror.
1. lollipop
1.
2. lip
2. Identify the pictures.
pictures as
suggested in the
word list
3. licking
2.
mirrors
3. Pupils say the words.
e.g.: „lollipop‟
Emphasise on the /l/
sound.
4. lunch
5. limes
6. little
4. Recite the jazz chant.
Clap in rhythm.
Suggested Jazz Chant
5. Pupils follow.
Little Lily likes lollipops.
6. Divide pupils into three
groups. Carry out a
competition.
Little Lily likes licking
limes.
Little Lily likes her lunch
with lollipops and limes.
Instructions for the
competition:
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

TEACHER’S NOTES

SOUND LIKE ME

1. Show some toy animals.

Suggested Sounds of Animals

Suggested Material

1.

recorded sounds of animals toy animals

1. Goats bleat 2. 2. Cows moo 3. Cats mew 4. Snakes hiss 5. Owls
1. Goats bleat
2.
2. Cows moo
3. Cats mew
4. Snakes hiss
5. Owls hoot
6. Frogs croak
Note:
Suggested
Objects and Their Sounds
1. Clicking of camera
1. a camera
2. Clashing of cymbals
2. cymbals
3. Clanging of pots and
pans
3. pots and pans
e.g.
Suggested Song
(to the tune of „Are You
Sleeping?‟)
Click – 8x
Lyrics of the song:

Clash - 6x Clang 12x

Click, clash, clang - 2x

2. Play the recorded sounds of the animals shown and the pupils imitate.

3. Put the toys into a box.

4. A pupil picks a toy from the box.

5. The others make the sound of the animal shown.

6. The activity is repeated with other toys.

Teachers may use pictures to substitute the toys.

I CAN HEAR YOU

1. Show pupils a camera.

2. Snap a photo and ask pupils the sound made by the camera.

3. Do the actions of clicking and pupils follow.

4. Pupils take turns to do the action of clicking the camera and others say „click, click, click‟.

5. Repeat the activity with the other two objects.

6. Some pupils sing the song while the rest make the relevant sounds.

Suggested Material Realia or picture of:

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

36

Learning Standard:

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

(g) oral blending and segmenting

ACTIVITY CONTENT TEACHER’S NOTES LET’S GET TOGETHER Suggested Words Suggested Material 1. Distribute a letter
ACTIVITY
CONTENT
TEACHER’S NOTES
LET’S GET TOGETHER
Suggested Words
Suggested Material
1. Distribute a letter card
to each pupil.
2. Say a word and pupils
with the correct letter
cards come out and
arrange themselves
accordingly.
3. The rest of the class
say the sounds of the
letters shown and say
the word out loudly.
1.
pot
Letter cards
2. cot
e.g.
3. hot
4. dot
p
5. lot
6. not
7. got
o
8. tot
Suggested
Sentence Patterns
t
e.g. /p/ /ɒ/ /t/ = pot
4. The activity is repeated
with the other words.
1. The pot is hot.
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.
LET’S JAZZ
Suggested Words
Suggested Material
1. Recite the jazz chant.
1. pin
tin
bin
fin
2. Pupils follow.
2. sit
hit
pit
fit
Pictures as suggested
in the word list
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
3. zip
lip
hip
dip
e.g.
Suggested Jazz Chant
e.g. /p/ /ɪ/
/n/
/l/ /ɪ/
/p/
The pin is in the fin.
The fin is in the tin.
The tin is on the bin.
/h/ /ɪ/
/t/
I can hit.
I can sit.
I can fit.
In the pit.
This is my lip.
This is my hip.
Let‟s go for a dip.

37

SPLIT ME UP!

Suggested Words

Suggested Material

1. Divide pupils into groups.

2. Give each group a box with word cards.

3. Music is played and the box is passed around.

4. A pupil takes out a word card from the box when the music stops.

1. rat, cat, fat , bat, hat

2. bit, hit, pit, kid, lip

3. pot, hot, tot, jog, top

4. bus, cup, rug, mug, pup

5. pen, ten, hen, pet, bed

1. boxes of word cards

2. music

pen, ten, hen, pet, bed 1. boxes of word cards 2. music 5. The pupil segments

5. The pupil segments the word. If incorrect, he or she is out of the game. e.g. rat - /r/, /æ/, /t/

6. Repeat the activity.

38

Learning Standard

1.1.2 Able to listen to and enjoy stories.

ACTIVITY

CONTENT

TEACHER’S NOTES

STORY TRAIN

1. Show a puppet/toy and talk about it.

2. Put up a series of pictures and question pupils based on the

pictures. 3. Tell a story and pupils listen.

4. Question and answer session based on the story.

5. Remove the pictures.

6. Divide pupils into groups.

7. Each group is given a similar set of pictures.

8. Retell the story.

9. Pupils hold the pictures and arrange themselves according to the story.

Suggested Story Pipit The Bird

This is Pipit. It is a bird.

It cannot fly. It lives in a nest.

Suggested Material

Sets of picture cards based on the story used

One day, Pipit fell from its nest. It hopped around. The group leader distributes a
One day, Pipit fell from its
nest.
It hopped around.
The group leader distributes
a picture to every member in
the group.
It was looking for its
mother.
Pipit met a duck.
Pipit asked, “Mr Duck, can
you teach me to fly?”
Mr Duck said, “I cannot fly.
I can swim.”
Pipit walked away.
Pipit met a rabbit.
Pipit asked, “Mr Rabbit, can
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.

flew with the parrot. Pipit could fly back to its nest. Pipit was very happy. Pipit

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

A picture based on the story.

1. Bring a picture of a bear.

2. Ask questions based on the picture.

Questions:

1. What animal is this?

2. Where does it live?

Suggested Story ROSE RED Rose Red lived with her mother. They lived in a small
Suggested Story
ROSE RED
Rose Red lived with her
mother. They lived in a
small house.
One day, a black bear
Note:
came to the house.
The bear stayed with them.
They were happy.
After two days, the bear
1.
went back to the forest.
One day, Rose Red saw an
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.
2.
How did the prince
become a bear?

3. Tell a story titled „Rose Red‟.

4. Divide pupils into small groups.

5. Each group is given a box with some items relevant to a specific character in the story.

Teacher can extend the activity by asking the pupils:

6. Pupils choose a member and dress him or her up as the character.

Why was the old man angry?

7. The group members take turns to describe the character.

40

FAMILY TREE Suggested Story Suggested Material 1. Ask questions about pupils‟ family members. Azril and
FAMILY TREE
Suggested Story
Suggested Material
1. Ask questions about
pupils‟ family members.
Azril and Azrul are
brothers. Azril is ten years
1. the required pictures
2. a family tree
2. Tell a story.
old. Azrul is eight years old.
They live in an old wooden
3. Divide pupils into pairs.
e.g.
4. Each pair is given a set
of pictures to complete
a family tree based on
the story.
house. They live together
with their parents,
grandparents and their
younger sister, Ayuni who
Grandfather
Grandmother
is five years old.
5. Pupils make their own
family tree.
Their father, Pak Abu
goes to the sea to catch
fish every day. Sometimes,
Pak Kaduk, who is Pak
Father
Mother
Azril
Azrul
Ayuni
Abu‟s father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.
MY PARTNER
Suggested Stories
Suggested Material
1. Play the story.
1.
Mousedeer and The
1.
pictures
2. Divide pupils into four
groups.
Crocodile
2.
sentence strips
2.
Jack and The Beanstalk
3. Give a set of pictures to
groups A and C
respectively. Give a set
of sentence strips to
groups B and D
respectively.
Groups A and C - pictures
Groups B and D-
sentence strips
4. Pupils have to find their
partners. (pictures to
sentence strips)
5. Then, pupils rearrange
themselves in the
correct sequence.
LET’S ARRANGE
Suggested Story
Suggested Material
1. Show pictures of an ant
and a grasshopper.
THE ANT AND
THE GRASSHOPPER
1. the required pictures
2. story strips
2. Talk about the pictures.
3. recording of the story
3. Divide pupils into
Mr Grasshopper lived in a

41

groups.

bush. He was hopping

around happily. Mr Ant lived in a nest. He was busy collecting food.

4. Each group is given a worksheet with story strips.

5. Pupils cut out the strips and paste them in the correct sequence.

6. Play the recording of the story.

7. Pupils listen to the story and check their arrangement of the story.

e.g.

He asked Mr Ant, “Why are you so busy?” Mr Ant

replied, “I am saving food for the rainy days”.

Mr Grasshopper laughed at Mr Ant. He hopped away happily.

Mr Grasshopper laughed at Mr Ant. He hopped away happily. After a few days, it started
Mr Grasshopper laughed at Mr Ant. He hopped away happily. After a few days, it started
After a few days, it started to rain. Mr Ant stayed in his nest. He
After a few days, it started
to rain. Mr Ant stayed in his
nest. He had a lot of food to
eat. Mr Grasshopper could
not find any food. He was
wet and hungry. He went to
Mr Ant‟s nest. He knocked
on the door.
Mr Ant invited him in.
He gave Mr Grasshopper
some food.
Mr Grasshopper felt very
ashamed. He thanked Mr
Ant for giving him food.

42

Learning Standard:

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

ACTIVITY CONTENT TEACHER’S NOTES MIME ME Suggested Actions Suggested Material 1. Play the song. 1.
ACTIVITY
CONTENT
TEACHER’S
NOTES
MIME ME
Suggested Actions
Suggested Material
1. Play the song.
1. recording of song
2. Put up the lyrics.
2. lyrics
3. Read and pupils repeat.
1. brush our teeth
2. wash our hands
3. spread the butter
carry our bags
arrange our books
walk to school
read our books
3. sets of phrase cards
4. Sing the song.
4.
5. Divide pupils into
groups.
5.
6.
6. Each group is given a
different set of phrase
cards with action words.
7.
Suggested Song
7. In turns, each group
comes forward and
sings the song while
some of its members
mime the actions based
on the phrase cards.
[Tune of: Here We Go
Round the Mulberry Bush]
This is the way,
We brush our teeth, (3x)
This is the way,
We brush our teeth,
so early in the morning.
This is the way,
We wash our hands,(3x)
This is the way,
We wash our hands,
So early in the morning.
SPEEDY SINGING
Suggested Song
Suggested Material
1. Play the song.
Head and shoulders, knees
and toes,
knees and toes, (2x)
Head and shoulders, knees
and toes
Eyes, ears, mouth and
nose.
1.
2. Sing together.
2.
recording of song
lyrics
3. Divide pupils into
groups.
4. Give each group a line
from the song to sing.
First group starts
singing the song,
followed by the other
groups in sequence.
Other Songs:
1. Simple Simon
5. Ask pupils to increase
the tempo of the song.
2. Sing A Song Of Six
Pence
3. Mary Had A Little Lamb
6. 7.
Repeat the activity.

43

PICTURE ME

Suggested Rhyme

Suggested Rhyme

Pictures based on the rhyme e.g.

Rhyme Suggested Rhyme Pictures based on the rhyme e.g. 1. Put up the rhyme. 2. Read

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

5.

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

ck
ck
6. WHERE HAVE YOU Suggested Rhyme BEEN? Pussy cat, pussy cat  Appendix 1 1.
6.
WHERE HAVE YOU
Suggested Rhyme
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
To see the queen
3. Remove the rhyme.
4. Pupils complete
worksheets by pasting
the pictures correctly.
Pussy cat, pussy cat
What did you do there?
I frightened a little mouse
Under the chair
RHYME INNOVATION
Suggested Rhyme
1.
1. word cards
2.
2. a rhyme/song
3.
4.

Display a rhyme. Read and pupils follow. Divide pupils into groups. Give an envelope with word cards to each group.

5. Pupils will create a similar rhyme/song using word cards.

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

Suggested Improvised Rhyme

boy Who lives down the lane. Suggested Improvised Rhyme Cluck, cluck white hen Have you any

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

Suggested Material

Suggested Material

44

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

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

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

For more rhymes and song teachers can refer to:

http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.html http://www.rhymes.org.uk/ http://www.nurseryrhymes4u.com/ 45

45

Learning Standard:

1.1.4 Able to talk about a stimulus with guidance.

ACTIVITY

CONTENT

TEACHER’S NOTES

ACT IT OUT

1. Place a „magical‟ box on the table with picture cards in it.

2. Say the magical words „Abracadabra‟ and wave the magic wand.

3. A pupil comes forward 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 pupils what actions are seen.

6. Pupils answer and paste the word cards on the composite picture.

Suggested Words

sleep

Suggested Material

1.

1.

picture cards based on the words chosen a composite picture [Appendix 2] words cards

2. walk

3. yawn

4. talk 2. 5. listen 3. 6. sit e.g. 7. stand sleep yawn sit stand
4. talk
2.
5. listen
3.
6. sit
e.g.
7. stand
sleep
yawn
sit
stand
Suggested Poem
Suggested Material:
1.

This is my father , Short and steady.

Stanza1

a composite picture of a family (Appendix 3)

 

(Gr 1)

This is my mother, Singing a song,

Stanza

2

 

(Gr 2)

2. a recording of the poem

This is my brother,

Tall you see.

Stanza 3

(Gr 3)

This is my sister, With a doll on her knee.

MY HAPPY FAMILY

1. Show a picture of a family and play a recording of the poem.

2. Say the poem line by line and pupils repeat.

3. Divide pupils into 4 groups. Each group recites one stanza.

4. Groups take turns to recite the different stanzas.

46

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

Stanza 5

(All groups)

PICTURE

CONVERSATION

Suggested Words

1. food

Suggested Material

1. Place a composite picture on the board. 2. drinks 1. 3. girls 2. Pupils
1. Place a composite
picture on the board.
2.
drinks
1.
3.
girls
2. Pupils say what they
see and teacher lists
the words.
4.
boys
2.
5.
teacher
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
others follow.
1.
The teacher is wearing
a
saree.
6. Pupils complete
worksheets.
2.
There is a lot of food
and drinks on the table.
3.
A
girl is talking to her
teacher.
WHAT AM I?
Suggested Questions
1.
1. What does it eat?
picture cards
2. Where does it live?
2.
3. What colour is its fur?
4. Is it wild?
3.
4.

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

Composite Picture (Appendix 4) Sample pictures (Appendix 5 and 6)

5. Repeat using other pictures.

Suggested Material

Composite Picture (Appendix 4) Sample pictures (Appendix 5 and 6) 5. Repeat using other pictures. Suggested
Composite Picture (Appendix 4) Sample pictures (Appendix 5 and 6) 5. Repeat using other pictures. Suggested

47

LET’S TALK Suggested Text Suggested Material 1. Put up a picture. Teachers‟ Day 2. Teacher
LET’S TALK
Suggested Text
Suggested Material
1. Put up a picture.
Teachers‟ Day
2. Teacher provides the
first sentence about the
picture seen.
1. a composite picture
(Refer to Appendix 6)
This is my class. Today
is 16 th May. The class is
3. Pupils continue by
taking turns to make a
sentence each to
describe the picture.
having a party. There are
many pupils. A girl is talking
to her teacher. Her teacher,
Mrs Ratnam is wearing a
Note:
Accept any possible
answers given by the
pupils.
saree.
4. Repeat using other
pictures.

48

Learning Standard:

1.2.2 Able to participate in daily conversations:

(a) exchange greetings

ACTIVITY

CONTENT

TEACHER’S NOTES

LET’S SING

1. Sing a song with suitable cultural gestures.

2. Pupils sing to one another and do the gestures.

Suggested Song [Tune of: Happy Birthday]

Suggested Material Pictures of gestures e.g.

Selamat Hari Raya And how do you do? x3 Repeat using: Happy Deepavali Happy Chinese
Selamat Hari Raya
And how do you do?
x3
Repeat using:
Happy Deepavali
Happy Chinese New Year
Merry Christmas
Selamat Hari Gawai
Suggested Dialogue
Suggested Material
Teacher : Hello, I‟m Mr
Kangaroo.
1. masks of animals
2. a dialogue chart
Pupils
: Hello,
Mr Kangaroo.
How do you do?
Teacher : I‟m fine. Thank
you.
Pupils
: Goodbye, Mr
Kangaroo. See
you tomorrow.
Teacher : Goodbye.
Repeat using:

Mr Tiger, Mr Orang Utan, Mr Bear, Mr Peacock, Mr Rabbit

ROLE PLAY

1. Place a dialogue on the board.

2. Wear a mask (kangaroo) and greet the pupils according to the dialogue.

3. Pupils answer based on the dialogue.

4. Pupils repeat the activity using different masks.

49

Learning Standard:

1.2.1 Able to participate in daily conversations:

(b) make polite requests

ACTIVITY

CONTENT

TEACHER’S NOTES

MAY I?
MAY I?

1. Pupils listen to a recording of making requests.

2. Pupils repeat after teacher requesting for various objects.

3. Pupils are divided into groups. Each member of the group is given a picture card.

4. Every group member takes turn requesting for objects.

5. Pupils respond accordingly in their respective groups.

Suggested Words Things in the classroom:

1.

ruler

2. pencil

Suggested Material

recording

2. picture cards

1.

3. eraser 4. book 5. crayons 6. coloured pencils 7. chalk 8. duster Suggested Sentences
3. eraser
4. book
5. crayons
6. coloured pencils
7. chalk
8. duster
Suggested Sentences
1. May I borrow a pencil?
2. Can you lend me your
pencil?
3. Here you are.
4. Thank you.
5. You‟re welcome.
6. I‟m sorry, I don‟t have
one.
Suggested
Sentence Strips
1.
Father, may I have this
shirt?
2.
picture cards
e.g.
Can I have these socks
and shoes?

Yes, you may.

sentence strips

have these socks and shoes? Yes, you may . sentence strips May I go to the

May I go to the library?

Yes, of course.

AMAZING RACE

1. Paste pictures of objects all around the class.

2. Prepare sentence strips for each picture on making requests and place them on the table.

3. Pupils [in pairs] find the correct strips to match the pictures.

4. Pupils take turns to request and reply aloud.

Suggested Materials

50

Learning Standard:

1.2.1 Able to participate in daily conversations:

(c) express apologies

ACTIVITY

CONTENT

TEACHER’S NOTES

FIND MY PAIR

1.

Suggested Sentence Strips

Suggested Materials

sentence strips

Take pupils to the field/hall to play this game. 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. When the teacher gives the cue, pupils start to find their pair by saying their sentences aloud. The winner of the game will be the first pair with the correct match.

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

2. A: B: Ouch! You stepped on my toes. I‟m sorry. I didn‟t mean to.
2.
A:
B:
Ouch! You stepped on
my toes.
I‟m sorry. I didn‟t mean
to.
A:
3.
B:
You broke my table
lamp.
I‟m sorry. It was an
accident.
4.
STATUE GAME
1.
Suggested Dialogue
A: Did you bring my
football?
B: I‟m sorry, I forgot to
bring it.
e.g.
2.
A: Ouch! You stepped on
3.
B:

Play music and pupils dance to the tune. When the music stops, pupils remain still. Choose two pupils to come to the front. 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.

my toes. I‟m sorry. I didn‟t mean to.

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

accident. Other situations:

- knock into each other

- lost the ruler

- spilt the drink

Suggested Material Pictures

Forgot to bring the football

- spilt the drink Suggested Material Pictures Forgot to bring the football Stepped on my toes

Stepped on my toes

- spilt the drink Suggested Material Pictures Forgot to bring the football Stepped on my toes

Broke the table lamp

51

Learning Standard:

2.2.2 Able to listen to and follow:

a) simple instructions in the classroom

Activity

Content

Teacher’s notes

FOLLOW ME

1. Pupils follow teacher‟s instructions. e.g. “Raise your left hand.” Pupils do the action.

Suggested Instructions

1.

2.

Bend your knees. Point to your nose. Raise your left hand. Raise your right hand. Touch your shoulders.

3. 4. 5. Suggested Instructions 1. Put your hands on your waist. 2. Nod your
3.
4.
5.
Suggested Instructions
1. Put your hands on your
waist.
2. Nod your head.
3. Look right.
4. Look left.
5. Shake your body.
6. Raise your left hand.
7. Raise your right hand.

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 Material

1. Pupils stand in straight rows.

Instrumental music

2. Play music.

3. Give instructions.

4. Pupils do the actions.

52

DRAWING A FACE

Suggested Instructions

1. Draw a big circle.

2. Draw two big round eyes.

3. Draw a small nose.

4. Draw a small mouth.

5.

Suggested Material

Note:

Teacher can vary the instructions.

1. Provide a blank piece of paper to each pupil.

2. Give instructions to draw a face.

3. Pupils follow instructions and draw accordingly.

Draw two ears. Suggested Instructions Note: Substitute with: 1. left hand 2. right leg
Draw two ears.
Suggested Instructions
Note:
Substitute with:
1. left hand
2. right leg

e.g.

Note: Substitute with: 1. left hand 2. right leg e.g. 3. left leg 4. whole self

3. left leg

4. whole self

HOKEY-POKEY 1. Take pupils outdoors. 2. Form a circle. 3. Give instructions and pupils do
HOKEY-POKEY
1. Take pupils outdoors.
2. Form a circle.
3. Give instructions and
pupils do the actions.
Hokey-Pokey
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

Put your right hand in Take your right hand out

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, That‟s what it‟s all about.

Suggested Instructions

1. Take three steps to the front.

2. Turn left/right.

3. Go straight.

4. Stop.

Suggested Material

1. the required picture

2. the instructions (Instructions can be varied)

e.g.

straight. 4. Stop. Suggested Material 1. the required picture 2. the instructions (Instructions can be varied)

53

pastes the tail on the donkey. Note: 5. Repeat with other pupils. Teachers may use
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
groups.
1. Spread the butter on a
slice of bread.
1. bread
2. butter
2. Each group is given the
ingredients.
3. Give instructions on how to
prepare the sandwich.
2. Take another slice of
bread and spread some
jam on it.
3. jam
Substitute jam with
 kaya
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

Teacher’s notes

WHERE DO YOU GO?

1. Divide pupils into groups.

Suggested Instructions

1.

Go straight

Note:

Directions can be given to one group at a time or to all the groups at the same time.

2. Turn left 3. Turn right 4. Go round 5. Stop Suggested Instructions 1. Jump
2. Turn left
3. Turn right
4. Go round
5. Stop
Suggested Instructions
1. Jump like a frog to the
blackboard.
1. music
2. poison parcel
2. Fly like a bird to the
staffroom.
3. instructions
3. Hop like a kangaroo to
the next class.
4. Gallop like a horse to
the office.
5. Move like a car to the
toilet.

2. Each group forms a train.

3. Give instructions on directions.

4. The group follows the directions making the „choo-choo‟ sound.

POISON PARCEL

Suggested Material

1. Pupils sit in a circle.

2. Play the music and pupils pass the parcel until the music stops.

3. The pupil who has the parcel picks a paper from the parcel and reads aloud the instructions.

4. Pupil follows the instructions. e.g. Turn around and walk like a duck to the door.

55

Activity

Content

Teacher’s notes

DIRECTION SONG

1. Place signposts in various corners of the classroom.

2. A pupil will stand at a certain part of the class.

3. The pupil will move to the directions as given by friends in a song.

4. Repeat activity.

Suggested Song (Tune of: London Bridge Is

Falling Down )

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

Suggested Material

Signposts

e.g.

your right And turn left Suggested Material Signposts e.g. canteen staffroom Where are you, my friend?
canteen staffroom Where are you, my friend? My friend (2X) Where are you, my friend?
canteen
staffroom
Where are you, my
friend?
My friend (2X)
Where are you, my
friend?
Tell me now.
toilet
Note:
Teach the song before
the activity
office

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

Pupil :
Pupil :

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

Teacher’s notes

AT THE GARDEN

1.

Suggested Jazz Chant

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

Suggested Material

Composite picture of a garden

Put up a picture of a garden. Ask questions based on the picture. e.g. What flowers can you see? What is the colour of the roses? Chant with pupils. Divide the pupils into two groups. Pupils chant.

2. 3. 4. 5. A: What flowers? ( 2X ) What flowers does she have?
2.
3.
4.
5.
A: What flowers? ( 2X )
What flowers does she
have?
B: She has roses, she has
orchids, sunflowers and
hibiscus.
A: When does she water
them? ( 2X)
When does she water the
flowers?
B: She waters them in the
evening, (2X),
She waters the flowers
in the evening.
JAZZ CHANT
Suggested Jazz Chant
1.
Class: Who are you? (2X)
Jazz chant
2.
Pupil
: I am Ahmad.
(2X)
3.
Note:

4.

Put up the jazz chant. Chant and pupils listen. Repeat and pupils follow. A pupil comes to the front.

5. The other pupils ask questions as in the jazz chant.

6. Pupil answers.

7. Repeat activity with other pupils.

Class : What are you wearing?

Pupil : I‟m wearing a shirt.

(2X)

I‟m wearing a pair of trousers.

Class : Where are you

going?

(2X)

Pupil

: I‟m going to the

canteen.

(2X)

Suggested Material

Replace the underlined words with other suitable words.

57

Activity Content Teacher’s notes WHO STOLE THE COOKIE? Suggested Rhyme 1. Pupils sit in a
Activity
Content
Teacher’s notes
WHO STOLE THE COOKIE?
Suggested Rhyme
1. Pupils sit in a circle.
Suggested Material
Picture
e.g.
2. Put up a big manila card
showing a boy putting his
hand into a cookie jar.
Class : Who stole the
cookie from the
cookie jar?
Ali stole the cookie
from the cookie jar.
3. Ask the pupils:
“What is the boy doing?”
“Who is the boy?”
Ali
: Who me?
4. Explain the activity.
Class: Yes, you.
5. Call a pupil to put his face
into the hole in the card.
6. Pupils say the rhyme.
Ali
: Couldn‟t 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
animals into a box.
1.
Where does it live?
1.
2.
What does it like to eat?
picture cards of
animals
2. A pupil comes forward to
pick a card. (Pupil must not
show the card to the
class.)
3.
What is its colour?
e.g.
4.
How many legs does it
have?
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

Teacher’s notes

DIALOGUE

Suggested Text

Suggested Material

1. pre-recorded text

2. dialogue

3. sample questions

1. Pupils listen to a dialogue.

2. Ask questions based on the dialogue.

3. Display the dialogue on the board.

4. Pupils take turns to role- play the dialogue.

Rani: Hi, Lina.

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

Note:
Note:

Change words to vary the information.

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 Teacher’s notes AM I RIGHT? Suggested Topics 1. Take pupils around the school.
Activity
Content
Teacher’s notes
AM I RIGHT?
Suggested Topics
1. Take pupils around the
school.
1.
2.
2. Point to any object and
say,
“This is a ………… .”
e.g.
Point to a car and say,
“This is a motorcycle.”
Pupils answer :
3.
4.
objects in the school
animals
places
people
“False. This is a car.”
3. Repeat with other objects.
QUIZ
Suggested Statements
Suggested Material
1. Divide the class into two
groups.
1.
An elephant has a trunk.
2.
A cat has a beak.
2. Read out a statement.
e.g.
An elephant has a trunk.
3.
A bird can fly.
Four large flash
cards ( two for each
group).
e.g.
4.
A cat chirps.
5.
A lion roars.
3. A pupil from each group
picks the correct flash
card.
Statements are based on
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

Suggested Content

Animals on the farm:

1. three cows

2. five ducks

3. two horses

4. eight chickens

5. ten fishes

Suggested Material

Composite picture of a farm.

Note:

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

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 Donald‟ and pupils follow.

4. Sing the first two lines of the song and state the number of animals e.g.:

Teacher :”Old Mac Donald has a farm,” Class : E-I-E-I-O Teacher : And on that
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
Suggested Story
1. Play the story.
 The Clever Mousedeer
2. Pupils listen carefully.
(Refer to the English
3. Replay the story.
Language Year 2 (SK)
4. A pupil answers the
question as given in the
Teaching Courseware – CD
3 - Lesson 64)
CD.
5. Other pupils shout out
„True‟ or „False‟.
MY PARTNER
Suggested Statements

1. Divide class into two equal

groups.

2. Each pupil in Group A will have a different statement.

3. Each pupil in Group B will have either a „True‟ or „False‟ card.

4. Pupils in Group A will read their statements as they

walk.

1. A cow has four legs.

(True )

2. A rose is green in colour. (False )

Note:

Statements can be based

on topics taught previously.

Suggested Material

Suitable questions

Suggested Material

1. sentence strips

2.

Note:

flash cards

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

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.

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

62

Appendix 1

Cut and paste the correct picture.

Pussy cat,

pussy
pussy

Where have you been?

pussy cat
pussy cat
picture. Pussy cat, pussy Where have you been? pussy cat I have been to London To
picture. Pussy cat, pussy Where have you been? pussy cat I have been to London To

I

have been to London

To see the Pussy
To see
the
Pussy

What did you do there?

I

frightened a little

you been? pussy cat I have been to London To see the Pussy What did you
you been? pussy cat I have been to London To see the Pussy What did you

Under the

you been? pussy cat I have been to London To see the Pussy What did you

63

Appendix 2

MY HAPPY FAMILY
MY HAPPY FAMILY
Appendix 2 MY HAPPY FAMILY 64

64

Choose the correct sentence.

3 4 5 2 1
3
4
5
2
1

65

Appendix 5

Appendix 5 66

66

Appendix 6

Appendix 6 67
Appendix 6 67

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
The learning standards covered in Year 2 are as follows:
CONTENT STANDARD
LEARNING STANDARDS
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.
2.1.1
Able to recognize and articulate initial, medial and
the final sounds in single syllable words
within given context:
(a)
/i:/
/eɪ/
/aɪ/
/әʊ/
/ʊ/,/u:/
(ee)
(oa)
(ai )
(igh)
(oo)
(b)
/a:/
/ɔ:/
/ɜ:/
/әʊ/
/ɔI/
(ar)
(or)
(ow)
(oi)
(ur)
(c)
/ ә/
/eә/
/ʊә/
/ɜ:/
(ear)
(air )
(ure)
(er)
(d)
/i:/
/eɪ/
/aʊ/
/aI/
(ea)
(ay)
( ie)
( ou)
(e)
/u:/
/ɔI/
/ɜ:/
/ɔ:/
(
ue)
(oy)
(aw)
(ir)
(f)
/w/
/f/
/ju:/
/әʊ/
/ɔ:/
(wh)
(ph)
(ew )
(oe )
(au)
(g)
/i:/
/eɪ/
/әʊ/
/u:/
/aɪ/
(e-e)
(u-e)
(o-e)
(a-e)
(
i-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
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.
2.2.1 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
By the end of the 6-year
primary schooling, pupils
will be able to read
independently for
information and
enjoyment.
2.3.1
Able to read simple texts with guidance:
a) fiction
b) non-fiction
As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupils
of Year Two as stipulated in the learning standard. The following sounds are to be
learnt in Year Two.

70

Grapheme Phoneme Possible Actions ai Hands on the waist and say „ei‟ as if in
Grapheme
Phoneme
Possible Actions
ai
Hands on the waist and say „ei‟ as
if in anger.
a
– e
/eI/
ay
ee
Show you teeth and say “ee”
ea
/i:/
e
– e
igh
i - e
/aI/
Place palm on the chest and say
„I‟
ie

71

oa Palms up, shake your body and say “au” oe /әʊ / o - e
oa
Palms up, shake your body and
say “au”
oe
/әʊ /
o
- e
ow
oo
/ʊ /
Place hands above head, tap once
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
ar
/a:/
Open your mouth wide and say
“aa”
ear
or
Draw a big circle (anti-clockwise)
in the air and say “or”.
aw
/ɔ:/
au
ur
/ɜ:/
ir
Put your finger on the temple and
say “er”
er

73

wh /w/ Join two peace signs and say “w” Action of bird flying and say
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:/
ear
/Iә/
Fan your hand in front of your nose
and say “eear”

74

Hold your jaw and say “air” air /eә/ ure /ʊә/ Form a „u‟ with both
Hold your jaw and say “air”
air
/eә/
ure
/ʊә/
Form a „u‟ with both hands, spread
them like a flower blooming and
say “uwer”
Pinch yourself and say “aw”
ou
/aʊ/
oy
/ɔI/
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
For example the phoneme /eI/, is represented by the grapheme “ai”, “a-e” and “ay”
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies such
as singing songs, telling stories, reciting rhymes, playing games as well as drilling in
order to reinforce the learning of these phonemes.
Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards. The
following are the phonemes learnt in Year One:
Grapheme
Phoneme
Possible actions
s
/s/
ss
(voiceless)
1. Form a cobra head with
your hand.
2. Trace the letter „s‟ in the air
and, say s…
c
t
/ t /
Tap two fingers on the desk
and say t…
(voiceless)

76

P / p / (voiceless) Place four fingers in front of your mouth and say

P

/p/

(voiceless)

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

Place four fingers in front of your mouth and say p… /n/ n Touch the tip
/n/ n Touch the tip of your nose and say n… (voiced) /m/ Lick an
/n/
n
Touch the tip of your nose and
say n…
(voiced)
/m/
Lick an ice-cream and say m…
m
(voiced)
/d/
Drumming action and say d…
d
(voiced)

g

/g/

(voiced)

1. You are cold, clutch your hands and shiver

2. Say ggg

Drumming action and say d… d (voiced) g / g / (voiced) 1. You are cold,
Drumming action and say d… d (voiced) g / g / (voiced) 1. You are cold,
Drumming action and say d… d (voiced) g / g / (voiced) 1. You are cold,

77

c /k/ Action of flying a kite and say k k (voiceless) ck r Be
c
/k/
Action of flying a kite and say k
k
(voiceless)
ck
r
Be a lion and say rrr
/r/
(voiced)
1. Place your palm in front
h
of your mouth
/h/
(voiceless)
2. Laugh haha
b
Action of balloon bursting and
/b/
(voiced)
say b…
f
/f/
Action of bird flying and say f…
(voiceless)
ff

78

l Raise both arms upright and /l/ (voiced) say ll ll g /dʒ/ Jump and
l
Raise both arms upright and
/l/
(voiced)
say ll
ll
g
/dʒ/
Jump and say j.
(voiced)
j
v
Show the peace sign and say
/v/
(voiced)
v.
Join two peace signs and say
w
w.
/w/
(voiced)
Cross your hands and say ks
/ks/
(voiceless)
x

79

Slash „x‟ and say gz / gz / (voiceless) y Nod and say yeh /j/

Slash „x‟ and say gz

/gz/

(voiceless)

y Nod and say yeh /j/ (voiced) z Trace „z‟ in the air and say
y
Nod and say yeh
/j/
(voiced)
z
Trace „z‟ in the air and say z
/z/
(voiced)
zz
Action of a duck flapping its
q
wings once and say qua
/kw/
(voiced)

1. Action of a moving train

ch

/tʃ/

(voiceless)

2.

with both arms

Say ch.

wings once and say qua /kw/ (voiced) 1. Action of a moving train ch / t
wings once and say qua /kw/ (voiced) 1. Action of a moving train ch / t
wings once and say qua /kw/ (voiced) 1. Action of a moving train ch / t

80

sh Finger on the lips and say sh / ʃ / (voiceless) /θ/ Show the

sh

Finger on the lips and say sh

/ʃ/

(voiceless)

sh Finger on the lips and say sh / ʃ / (voiceless) /θ/ Show the thumb
sh Finger on the lips and say sh / ʃ / (voiceless) /θ/ Show the thumb
/θ/ Show the thumb and say th. (voiceless) Point with the thumb and say /ð/
/θ/
Show the thumb and say th.
(voiceless)
Point with the thumb and say
/ð/
(voiced)
th.
Action of mosquito buzzing
/ŋ/
around ears and say ng….
(voiced)

th

the thumb and say /ð/ (voiced) th. Action of mosquito buzzing /ŋ/ around ears and say

ng

the thumb and say /ð/ (voiced) th. Action of mosquito buzzing /ŋ/ around ears and say

81

The short vowels are as follows :

Grapheme Phoneme Possible actions Imagine a spider crawling up your arm and say eh… /æ/
Grapheme
Phoneme
Possible actions
Imagine a spider crawling
up your arm and say eh…
/æ/
a
1.
Cross your arms on your
chest
and
lift
your
shoulders.
/ә/
2.
Say er…
/ ɪ/
i
Show your teeth and say e.
Draw a
small
circle
(anti
/ɒ/
clockwise) in the air and say o
o

82

Walk like an elephant and say e /e/ eh Look up and say uh /ʌ/
Walk like an elephant and say
e
/e/
eh
Look up and say uh
/ʌ/
u
The long vowels are as follows :
Grapheme
Phoneme
Possible actions
/a:/
Open your mouth wide and say
aaa…
a
Draw
a
big
circle
(anti
a
/ɔ:/
clockwise) in the air and say
or…
o

83

e /i:/ Show your teeth and say ee Word List for Year 1 and 2
e
/i:/
Show your teeth and say ee
Word List for Year 1 and 2 (according to phonemes learnt)
Grapheme
Phoneme
Suggested Words
ə
/
ɔ
ɪ/
ʒ/
ɒ
ɔ

84

Grapheme Phoneme Suggested Words ʌ/ ʒ/ ʃ ʃ/ θ ŋ/ ɪ/ ɪ/ əʊ/
Grapheme
Phoneme
Suggested Words
ʌ/
ʒ/
ʃ
ʃ/
θ
ŋ/
ɪ/
ɪ/
əʊ/

85

Grapheme Phoneme Suggested Words ʊ/ ɔ ɜ aʊ/ /әʊ/ ɪə/ ə/ ʊә ɜ ɪ/ aʊ/
Grapheme
Phoneme
Suggested Words
ʊ/
ɔ
ɜ
aʊ/
/әʊ/
ɪə/
ə/
ʊә
ɜ
ɪ/
aʊ/
aɪ/
ɔɪ
ɜ
ɔ
əʊ
ɔ

86

Grapheme Phoneme Suggested Words e ɪ ɪ əʊ
Grapheme
Phoneme
Suggested Words
e
ɪ
ɪ
əʊ

87

Learning Standard:

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

ACTIVITY CONTENT TEACHER’S NOTES Forming Words Word List Materials onset cards 1. Place pictures with
ACTIVITY
CONTENT
TEACHER’S NOTES
Forming Words
Word List
Materials
onset cards
1. Place pictures with the
grapheme „oa’ in a big
box.
boat
rime card
coat
picture cards
soap
2. Pick a picture and name
it aloud stressing the
phoneme /әʊ/.
goat
Onset
Rime
toad
Cards
Card
oa
3. Pupils repeat the word
individually / in groups.
b
d
e.g.
4. Prepare onset and rime
cards based on the
word list.
c
p
s
5. Place the cards on the
table.
t
g
6. Pick pupils at random
to select the correct
onset and rime cards
based on the picture.
b
oa
t
7.
Pupils blend and read
the word aloud.
Roll a word
Word List
Materials
1.
Show pictures with the
grapheme “ee” .
sheep
teeth
picture cards
cubes template - Appendix 1
2.
Say aloud the word ,
stressing the phoneme
/i:/.
tree
weep
contents of onset cube (1)
feet
3.
Pupils repeat.
sleep
-
sh, t, tr, w, f, sl
4.
Divide pupils into
groups. Provide three
cube sets for each
group.
contents of rime cube (2)
-
ee
5. Taking turns, pupils roll
cubes 1 - 3 to
form words based on
the picture.
contents of onset cube (3)
-
p, th, t
6. Pupils say the words
aloud and write the
words that they have
formed.
-
sh
ee
p
*can use erasers as cubes.
*this activity can be turned into
a competition.

88

ACTIVITY CONTENT TEACHER’S NOTES Word Chain Word List Materials 1. Demonstrate the action for the
ACTIVITY
CONTENT
TEACHER’S NOTES
Word Chain
Word List
Materials
1. Demonstrate the action
for the phoneme /ɔ: /.
saw
letter cards
paw
picture cards
draw
2. Pupils repeat a few
times.
prawn
crawl
pr
aw
3. Show pictures and
name them.
e.g
4. Pick pupils at random
and hang the cards
around the pupils‟
necks.
n
cr
l
p
5. Teacher says a word.
e.g. saw.
6. Pupils with the
respective letter cards
will stand side by side to
blend the word.
s
dr
s
a
w
7. Pupils repeat the word.
Match Me Right
Word List
Materials
picture cards
1. Demonstrate the
grapheme „i – e’
through a song.
kite
Onset
Rime
five
Cards
cards
prize
A
B
2. Pupils repeat.
mice
3. Show picture cards and
blend the phonemes.
rice
m
ice
hide
4. Pupils repeat
individually or in groups.
Song chart
h
ide
5. Put up picture cards on
the wall with the onset
cards.
(Tune of Clementine)
k
ite
I
like to fly kites (3x)
6. Pupils match the rime
cards to the correct
picture cards.
In the sky
have five kites (3x)
As my prize
I
f
ive
7. Pupils read the words.
I
see five mice (3x)
Eating rice
When they see me(3x)
They run and hide
r
ice
pr
ize

89

ACTIVITY CONTENT TEACHER’S NOTES Word Spinner Word List Materials 1. Demonstrate the action and sound
ACTIVITY
CONTENT
TEACHER’S NOTES
Word Spinner
Word List
Materials
1.
Demonstrate the action
and sound for the
phoneme /eI/.
thigh
light
fight
Picture cards
Word spinner template –
Appendix 2
night
2.
Pupils repeat.
right
Onset
Rime
3.
Show pictures and
say the word.
bright
cards
cards
A
B
4.
Blend the onset and
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.
n
r
br
t

90

Learning Standard:

2.1.3 Able to segment words into phonemes to spell.

ACTIVITY

CONTENT

TEACHER’S NOTES

Separate Me

1. Demonstrate segmentation of a word.

Suggested Words :

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

a. Read the word. date, spade b. Pupils repeat. c. Say the phonemes. e.g. a-e
a. Read the word.
date, spade
b. Pupils repeat.
c. Say the phonemes.
e.g.
a-e : snake
- /s/, /n/, /e /,
/k/
Suggested Words :
Appendix 3
girl, bird, thirsty, skirt,
shirt, first
e.g. girl - /g/ /ɜ:// /l/

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

1. Show a word.

2. Say the word aloud and separate them into segments.

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 TEACHER’S NOTES Break the Code Suggested Words: 1. Divide class into 2 sections.
ACTIVITY
CONTENT
TEACHER’S NOTES
Break the Code
Suggested Words:
1. Divide class into 2 sections.
2. In one section create a „reward
zone‟.
e.g. – sweets in a box
cow, town, how, bow,
owl, flower, power
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/ /әʊ/
Word Boxes
Suggested Words: