English teacher guidebook year 2
Upcoming SlideShare
Loading in...5
×
 

English teacher guidebook year 2

on

  • 18,595 views

 

Statistics

Views

Total Views
18,595
Views on SlideShare
18,588
Embed Views
7

Actions

Likes
11
Downloads
1,721
Comments
1

2 Embeds 7

https://kbd5044.1bestarinet.net 6
http://kbd5044.1bestarinet.net 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

11 of 1

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    English teacher guidebook year 2 English teacher guidebook year 2 Document Transcript

    • KEMENTERIAN PELAJARAN MALAYSIAKurikulum Standard Sekolah RendahTEACHERS GUIDEBOOK ENGLISH YEAR 2 Terbitan Bahagian Pembangunan Kurikulum 2011
    • Cetakan Pertama 2011© Kementerian Pelajaran MalaysiaHak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagianartikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan caraapa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lainsebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian PembangunanKurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, KompleksPentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
    • CONTENTForeword vPreface viiSection 1The English Language Curriculum 3The Year Two English Syllabus 19Section 2Listening and Speaking 25Reading 69Writing 137Language Arts 167Section 3Sample Lesson 1 211Sample Lesson 2 231Sample Lesson 3 267Sample Lesson 4 285Section 4Assessment Checklist 303Glossary 313Acknowledgements 315
    • FOREWORDThe new Malaysian English Language Curriculum for Primary Schoolswill be introduced in stages beginning 2011 starting with Year 1. Thiswill then be continued with Year 2 in 2012. In line with that, CDD hasproduced this Year 2 guidebook as a useful resource for teachers inimplementing the new curriculum.CDD believes that the contents of this guidebook will help Year TwoEnglish Language teachers to get accustomed to the changes in thenew English Language Curriculum and act as a valuable teachingresource. The guidebook consists of suitable suggested teaching andlearning strategies and activities for teachers. It also gives teachersideas to help them organise their daily lessons. However, teachersare encouraged not to rely solely on this guidebook only whenplanning their lessons as it is hoped that they will use their owncreativity and initiative to plan stimulating and enjoyable lessonssuitable to their pupils’ level and background.Last but not least, CDD would like to take this opportunity toacknowledge with gratitude the contributions made by the panel ofEnglish teachers involved in making this guidebook a reality.Tn Hj. Ibrahim bin MohamadDirectorCurriculum Development Division v
    • PREFACEThis teacher’s guidebook serves as a guide to teachers with regard to the learning standardsthat should be achieved. It covers some aspects of the language skills, language arts as wellas the suggested word list required to be taught in Year Two.Section 1 of the guidebook provides an overview of the English Language Curriculum whileSection 2 deals with the four language skills as well as language arts. Suggested activities arepresented in a 3-column table for each module. The first is the activity column wheresuggested activities for teachers include explanations and teaching steps. The second is thecontent column which includes teaching points and the suggested word list. The third is theteachers’ notes column which includes teaching aids/materials and other instructions forteachers.Section 3 consists of complete sample lessons. In this section, teachers will be able to see andunderstand how the different language skills and language arts modules are presented for eachweek, 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 toconduct formative assessment in the classroom. These complete sample lessons are providedto help teachers plan effective and enjoyable lessons.The guidebook provides suitable and practical suggestions of teaching methods via thematerials provided. However, teachers are in a better position to make appropriate and relevantdecisions when planning their lessons. There is no single ‘best way’ and teachers have to usetheir pedagogical content knowledge, experience, skills and creativity to plan their lessons inorder to help their pupils learn better. Teachers should decide on a theme/topic and then selectsuitable listening and speaking, reading, writing and language arts activities to be used forteaching that topic. Teachers are also encouraged to use activities from the MOE Teachingcourseware, the textbook and other suitable resources when planning their lessons.Assessment is an important aspect of the teaching-learning process. Continuous formativeassessment 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 furtherdevelopment. Teachers should set school based assessments for learning standards dealt within 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 orderto extend the experiences of their pupils. It is hoped that teachers will find this guidebook usefuland pupils will enjoy the activities and hence improve their English language proficiency. vii
    • CURRICULUM OVERVIEWSYLLABUS OVERVIEW
    • ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS AIM The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that‟s appropriate to the pupils‟ level of development. OBJECTIVES By the end of Year 6, pupils should be able to: read and comprehend a range of English texts for information and enjoyment write a range of texts using appropriate language, stylecommunicate with peers and and form through a variety ofadults confidently and 2appropriately in formal and mediainformal situations 3 1 OBJECTIVES 4 5appreciate and demonstrateunderstanding of English use correct and appropriatelanguage literary or creative rules of grammar in speechworks for enjoyment and writing 3
    • CONCEPTUAL FRAMEWORKPrimary 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 beendesigned in two strands. Strand 1 is the language focus and strand 2 is languagearts. Language focus deals with language skills such as listening & speaking,reading, writing and grammar. Language arts deals with music, poetry, drama andchildren‟s literature.As English language learning is developmental, the focus in Years 1 and 2 is basicliteracy. This is done by building a strong foundation in basic literacy skills namelyreading through phonics, penmanship and basic listening and speaking. Activitiesare contextualized and fun-filled with integration of language skills in meaningfulcontexts.In Year 3 and onwards, pupils will further develop the ability to speak, listen, readand write in English meaningfully, purposefully and with confidence. A grammarmodule is introduced from Year 3 to enable pupils develop a sound grasp of thelanguage structures and rules of grammar.The Language Arts module has been added to the English language curriculum fromYear 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and playswritten in English. STRAND 1 STRAND 2 LANGUAGE FOCUS LANGUAGE ARTS LEVEL 1 Listening & Speaking Music (Years 1, 2 & 3) Reading Poetry Writing Drama Grammar (from Year 3) Class Readers Listening & Speaking Literature LEVEL 2 Reading (Years 4, 5 & 6) Writing English at Play: Grammar Music, Poetry & DramaCURRICULUM ORGANISATIONThe curriculum is modular in design and this is reflected in the organisation of thecontent and learning standards.In Years 1 and 2, the English language curriculum emphasises the development ofbasic language skills so that pupils will have a strong foundation to build theirproficiency in the language. In this initial stage, there will only be four modules;namely: 4
    • 1. Listening and Speaking 2. Reading 3. Writing 4. Language ArtsFrom Year 3 onwards, where pupils build on the skills they have acquired in Years 1and 2, a fifth module, Grammar, is added to the above four modules. Therefore, themodules for this stage are: 1. Listening and Speaking 2. Reading 3. Writing 4. Language Arts 5. GrammarThe 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 ConfigurationThe modularity of the English Language Curriculum Standards for Primary Schools isa 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 salientlanguage skills or sub-skills under each module through purposeful activities inmeaningful contexts. This modular approach does not exclude integration of skills.However, skills integration is exploited strategically to enhance pupils‟ developmentof specific and specified language skills as described in the content and learningstandards in a module.The approach taken in this curriculum stresses the need for pupils to develop all thefour language skills: listening, speaking, reading, and writing. Teachers are expectedto sustain a cohesive and coherent organisation between the listening and speaking,reading and writing skills. For the language arts module, teachers may plan lessonsin 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 theirlessons meaningful. 5
    • In order to make learning more meaningful and purposeful, language input ispresented under themes and topics, which are appropriate for the pupils.Three broad themes which have been used in KBSR have been retained and will beused, namely: 1. World of Self, Family and Friends; 2. World of Stories; and 3. World of Knowledge.Teachers select topics that are suitable for their pupils‟ level of development. Whenplanning lessons, topics for teaching are initially based on the immediate learningenvironment of the child. Later on, these are expanded to town, country and moredistant foreign locations.ROLE OF THE TEACHERThe teacher is the role model of a language user to pupils. Pupils need to beexposed to good language in order for them to learn the language and use it foreffective communication. Therefore, the teacher needs to do a lot of talking in orderfor pupils to listen to good language input. For this purpose, the teacher uses avariety of materials or media to enable pupils to acquire the receptive and productiveskills. Fun language activities will have to be devised by the teacher in order to tappupils‟ interest and engage them in communication.The Standard-Based English Language Curriculum for Malaysian Primary Schools isdesigned to provide pupils with a strong foundation in the English language.Teachers will use Standard British English as a reference and model for teaching thelanguage. It should be used as a reference for spelling and grammar as well aspronunciation for standardisation.Good time management is also essential. Keeping in mind the time allocated forteaching English in SK and SJK schools is different; lessons should be organized in amanageable form in order to give pupils every opportunity to take part in languageactivities.In order to facilitate and maximise learning, language skills must be repeated andused constantly. Some activities have been suggested in this book. However,teachers are encouraged to design more creative and challenging tasks and activitiesbased on the needs and interests of pupils. This is important so that appropriateactivities and materials are used with pupils of different learning profiles with theintention of helping them to realise their full potential and enable them to graduallydevelop the ability, knowledge and confidence to use the language effectively.LISTENING AND SPEAKING SKILLSOverviewListening and speaking are seen as core skills of early literacy. As such, pupilsshould be taught: how to listen carefully; 6
    • to speak from the basic level of sound, word, phrase and structural sentences in various situational contexts; the stress, rhythm and intonation patterns and how to use them correctly; to recognise, understand and use not only verbal but also non-verbal communication; and oral communication practice by means of repeating, responding, understanding and applying structures of the language in order to prepare them for communication. In order to achieve the abovementioned, content and learning standards have been developed from basic listening and speaking, and then progressing to communicating in various situations effectively. Content Standards By the end of the six-year primary schooling, pupils will be able to:1.1 pronounce words 1.2 listen and respond and speak confidently appropriately in formal with the correct and informal situations stress, rhythm and for a variety of intonation. purposes. 1.3 understand and respond to oral texts in a variety of contexts. The content standards above are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed from basic listening and speaking in order for pupils to grasp the sounds of the English language before learning to articulate words and phrases. This is supported with a „flooding of English sounds and words‟ by the teacher especially in cases where pupils do not have any exposure to the English language. 7
    • The learning standards begin with basic listening and speaking skills which havebeen developed incrementally in this manner : develop pupils‟ phonemic awareness engage in fun learning activities such as reciting rhymes, poems and tongue twisters as well as singing songs participate in daily conversations follow and give instructions and directions able to participate in conversations talk on topics of interestRelationships are established through the ability to communicate by listening firstthen speaking thoughts, ideas and feelings. Pupils should aim at becoming confidentspeakers who can communicate clearly, appropriately and coherently in any givencontext using language to explore the possibilities and opportunities. Pupils need tolisten carefully and respond to what others say and think about the needs of theirlisteners. Social conventions in listening and speaking such as turn taking, politenessand courtesy need to be observed. These are crucial especially in group discussionswhere viewpoints and opinions are exchanged.READING SKILLOverviewThe 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 beendevised progressively. The teaching of reading in the early stages begins at theword and phrase levels before progressing to sentence recognition and reading atthe paragraph level. Gradually, pupils are taught to extract specific information froma text and to respond to a text with their own ideas and opinions. 8
    • Content Standards By the end of the six-year primary schooling, pupils will be able to: 2.2 demonstrate understanding2.1 apply knowledge of of a variety of linear and sounds of letters to non-linear texts in the form recognize words in of print and non-print linear and non-linear materials using a range of texts. strategies to construct meaning. 2.3 read independently for information and enjoyment. The content standards above are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed from recognition of sounds in order for pupils to acquire the sounds of the English language before learning to blend and segment words. This is further developed through vocabulary activities to widen pupils‟ vocabulary. By the end of Year 6, pupils are able to read and demonstrate understanding of text for information as well as read for enjoyment. The learning standards begin with basic literacy which has been developed incrementally in this manner : distinguish the shapes of the letters; recognise and articulate phonemes; blend and segment words; apply word recognition and word attack skills to acquire vocabulary; read and understand phrases, simple sentences and texts; and read independently for information and enjoyment. 9
    • The reading aloud strategy is also encouraged in the first two years of primaryeducation: Teacher reads aloud a text to pupils. Implementing this strategy allows teachers to model reading. Here, articulation and pronunciation of words by the teacher have to be as precise as possible for pupils to efficiently imitate and reproduce correctly. This strategy effectively engage pupils in a text that may be too difficult for them to read on their own, hence, pupils sit back and enjoy the story.Teachers should also carry out shared reading strategies in the classroom: During shared reading, the teacher and pupils read together, thus allowing pupils to actively participate and support one another in the process of reading. Teachers point to the text as they read slowly for word recognition and to “build a sense of story”.Ultimately, the objective of getting pupils to read a variety of texts enables pupils tosee how grammar is used correctly so that they can emulate them in their productiveskills; speaking and writing. Reading for enjoyment and pleasure in seekinginformation and knowledge should be inculcated in pupils. Pupils are also trained togive their own ideas and opinions in order to become efficient readers.WRITING SKILLOverviewIt is expected that by the end of Year 6 : pupils will be able to express their ideas clearly on paper in legible handwriting or to communicate via the electronic media. the focus of writing is on developing pupils‟ writing ability beginning at the word and phrase levels before progressing to the sentence and paragraph levels. pupils who are capable must be encouraged to write simple compositions comprising several paragraphs. attention is also paid to penmanship so that even from a young age, pupils are taught to write clearly and legibly including cursive writing. simple compositions and the various steps involved in writing, such as planning, drafting, revising, and editing are taught. In the process, pupils learn the genre approach to writing as they are taught to use appropriate vocabulary and correct grammar to get their meaning across clearly. 10
    • all pupils will be encouraged to write for different purposes and for different audiences. although much of the writing at this level is guided, the amount of control is relaxed for pupils who are able and proficient in the language. spelling and dictation are also given emphasis.To achieve the abovementioned, content and learning standards have been devisedprogressively. The teaching of writing in the early stages begins with pre-writingactivities 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, phrasesand simple sentences. Pupils begin constructing simple sentences with the teacher‟sguidance and later develop to become independent writers by the end of primaryschooling.Content StandardsBy the end of the six year primary schooling, pupils will be able to:3.1 form letters and 3.2 write using appropriate words in neat legible language, form and style print including for a range of purposes. cursive writing. 3.3 write and present ideas through a variety of media.Content standards are achieved through learning standards that have been devisedcarefully throughout primary schooling. Learning standards have been developedprogressively, from acquiring fine motor control of hands and fingers to copying 11
    • writing activities, before being taught to write with guidance linear and non-lineartexts using appropriate language, form and style. The use of various media is alsoencouraged and pupils can create both linear and non-linear texts with guidance orindependently.LANGUAGE ARTSOverviewThe rationale behind Language Arts is to steer the continuous growth anddevelopment of pupils‟ thinking and language abilities. The standards for LanguageArts: 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 beendevised progressively. The teaching of language arts will help pupils develop theiroral and analytical skills as well as hone their creativity. Language Arts createsample opportunities for pupils to speak in English in a very relaxed atmosphere andthis will help increase pupils‟ confidence in using the English language. 12
    • Content StandardsBy the end of the six year primary schooling, pupils will be able to:4.1 enjoy and appreciate rhymes, poems and 4.2 express personal songs through response to performance. literary texts. 4.3 plan, organize and produce creative works for enjoyment.The culmination of all content standards in language arts will be shown in practicewhen pupils are able to come up with their very own production. By the end of Year6, pupils will learn the art of acting out, play-acting and producing works of creativitysuch as drawings, poems or singing. Pupils will also learn values of cooperating withpeople of different race, gender, ability, cultural heritage, religion, economic, socialbackground, and, understand and appreciate the values, beliefs and attitudes ofothers. Each pupil will also develop knowledge, skills and attitudes, which willenhance his or her own personal life management and promote positive attitudes.AssessmentAssessment is necessary to assess pupils‟ achievement in terms of acquisition ofknowledge, skills and the application of values through activities conducted in the 13
    • classroom. Assessment also supports pupils‟ learning and gives pertinent feedback to teachers, pupils and parents about their development and achievement. There are two types of school-based assessment. Formative assessment is conducted during the teaching and learning process in the classroom to gauge the acquisition of skills and knowledge during the learning process. Summative assessment is usually conducted at the end of learning, usually at the end of a learning unit, month or semester whereby the focus is on the end product. ASSESSMENT FORMATIVE SUMMATIVE School-based assessment can be carried out during the teaching-learning process. The teaching-learning process can be conducted in or outside the classroom. Below is a diagram suggesting some types of assessment which can be carried out both in and outside the classroom: Observations Tests Oral METHODS OF ChecklistsPresentations ASSESSMENT Writings Creative Works Classroom observations are useful tools for teachers to assess their pupils‟ performance. Teachers observe pupils‟ oracy skills as they engage in conversations among peers and when they take part in oral presentations. Teachers can prepare a checklist to record their pupils‟ progress. Perhaps, pupils can speak during the school assembly, put up a performance in front of an audience, and watch a puppet show or listen to a story. Talking about these events can help teachers assess pupils‟ listening and speaking skills. 14
    • Assessment of reading comprehension can be carried out by setting comprehensionquestions. Other comprehension activities which can be used to assesscomprehension are the use of graphic as well as semantic organisers, story maps,question generation and summarisation. Pupils‟ writing skills can be assessedthrough written projects, tests, exams and class exercises. Teachers can also honepupils‟ writing skills through journal and diary writing, the production of creative workssuch as poems, writing scripts, dialogues as well as lyrics of songs.Creative works such as portfolios, masks, puppets, props and other creativeproductions 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 usingknown criteria and pupils should be given input on the evaluation process. In anutshell, teachers should utilise a variety of assessment techniques to monitor theirpupils‟ language growth and development. The on-going process of assessing classexercises and homework should be continued. The main purpose of this is to provideimmediate feedback to the pupils in guiding, motivating, correcting and refocusingtheir efforts.WORD LISTThe list of words selected for teaching is based on common words and highfrequency words that can be used repetitively in different contexts. The suggestedword list can be expanded upon if pupils demonstrate an ability to acquire morewords. 15
    • EDUCATIONAL EMPHASES Educational emphases reflect current developments in education. These emphases are infused and woven into classroom lessons to prepare pupils for the challenges of the real world. Multiple Information and Critical Thinking Intelligences Communication Technology Skills Contextual Learning Values & Citizenship EDUCATIONAL EMPHASES Mastery LearningLearning How to Learn Entrepreneurship Constructivism Creativity & Innovation Critical Thinking Critical thinking is incorporated in the teaching and learning activities to enable pupils to solve simple problems, make decisions, and express themselves creatively in simple language. Information and Communication Technology Skills (ICT) Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet as well as the use of computer-related activities such as e-mail activities, networking and interacting with electronic courseware. Learning How to Learn Learning How to Learn strategies are integrated in teaching and learning activities which aims to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long learners. 16
    • Values and CitizenshipThe values contained in the Standard Based Curriculum for Moral is incorporated intothe English language lessons. Elements of patriotism and citizenship is alsoemphasised in lessons in order to cultivate a love for the nation and produce patrioticcitizens.Creativity and InnovationCreativity and innovation is the ability to produce something new in an imaginativeand fun-filled way. Pupils display interest, confidence and self-esteem throughperformance and producing simple creative works.EntrepreneurshipFostering an entrepreneurial mind set among pupils at their young age is essential inthis new world. Some of the elements that are linked with entrepreneurship arecreativity, innovation and initiative, which are also attributes for personal fulfilmentand success.Mastery LearningMastery Learning will ensure that all pupils master the learning standards stipulatedin the Standard Based Curriculum. Mastery Learning requires quality teaching andlearning in the classroom and teachers need to ensure that pupils master a learningstandard before proceeding to the next learning standard.Multiple IntelligencesThe theory of Multiple Intelligences encompasses eight different intelligences humanbeings possess. These intelligences are essential in order to maximise teaching andlearning in the classroom. .ConstructivismConstructivism will enable pupils to build new knowledge and concepts based onexisting knowledge or schema that they have. The teacher assists pupils to acquirenew knowledge and solve problems through pupil-centred active learning.Contextual LearningContextual Learning is an approach to learning which connects the contents beinglearnt 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 ameaningful manner in their lives. 17
    • What’s in store for Year Two pupils? The Year Two English Language SyllabusTHE LISTENING AND SPEAKING SKILLThe listening and speaking skills are taught together for effective communication, asthese skills are inter-related and dependent on each other. pupils need to be exposed to good language with the teacher being the role model uses a variety of materials or media to enable pupils to acquire the receptive skill of listening and the productive skill of speaking expose pupils to rich language input in accordance to Standard British English (SBE) as well as getting pupils to talk and communicate effectivelyThe listening and speaking lessons would familiarise pupils to the sounds aroundthem. In these lessons pupils need to: a) tune into sounds (auditory discrimination), b) listen and remember the sounds (auditory memory and sequencing), and c) talk about the sounds (developing vocabulary and language comprehension).These can be attained through fun language activities conducted in or outside theclassroom 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 oflessons by adapting and adopting them in order to teach the sounds of the Englishlanguage. This skill is the onset to providing a broad and rich language experiencefor pupils to learn language by engaging in enjoyable learning activities. 19
    • THE READING SKILLThe reading component aims to develop progressively, pupils’ ability to read andcomprehend a paragraph of 5-8 simple sentences. pupils’ phonemic awareness will be developed by means of phonics apply knowledge of letter sounds to recognize words in reading texts, which is an essential and useful early reading skill use songs, rhymes, poems, stories, pictures and games to make phonics instruction more enjoyable teachers should allow pupils to use phonics, and make meaningful connections and encourage them to pronounce and articulate the sounds in a non-restrictive and joyful environment.The processes of blending and segmenting for reading and spelling are madeenjoyable and easy for pupils to understand and apply. Lessons and activities shouldfocus on particular phonemes and make these phonemes familiar to pupils. Then,provide enough practice so that pupils can identify the phonemes in words. For earlypractice, teachers could help pupils to recognize the phoneme at the beginning ofwords before progressing to having them recognize the phoneme elsewhere in theword. For this, illustrations may be very useful. Teachers are encouraged to becreative and to explore ways of language play available to help pupils becomefamiliar with the phonemes. The benefits of language play are numerous. Languageplay involves having fun with the sounds of words, creating new words, and exploringand creating language patterns through rhymes, chants, alliteration and repetitions. 20
    • THE WRITING SKILLThe writing module for Year 2 reflects the progression of skills ranging from writingwords, phrases, to simple sentences in neat handwriting, to the ability to write simplesentences using a variety of media with guidance. ability to write words, phrases and simple sentences in neat, legible print ability to write numerals in numeral and word form ability to spell and write simple sentencs with guidance. ability to create simple non-linear texts using a variety of media with guidance.As pupils begin to read, they will be able to copy words, phrases and sentencescorrectly as well as complete other writing tasks by matching, rearranging words andcompleting lists and messages. When pupils are ready, more difficult writing taskssuch as writing sentences with the correct spelling and punctuation can beincorporated. This activity can be conducted in the classroom by introducing parallelwriting and then moving on to constructing simple sentences. Pupils are also taughtto create simple non-linear texts using a variety of media. 21
    • LANGUAGE ARTSThe introduction of the language arts module encompasses the production aspect ofthe skills learnt during the listening and speaking, reading and writing modules. enjoy and appreciate language using stories, poetry, rhymes and plays encourage pupils’ to perform a song or rhyme or role play a story learnt using their creativity in a fun-filled, non-threatening and enjoyable environment The main focus of this component is language in action in a fun environment where pupils engage in multi-sensory learning according to their learning abilities.. 22
    • LISTENING & SPEAKINGREADINGWRITINGLANGUAGE ARTS
    • THE LISTENING AND SPEAKING SKILL The listening and speaking skill is crucial for social communication at home, at school,as well as in the community. However, this skill is often neglected or given minimalemphasis during English lessons. In order to develop this skill, teachers have to providetheir pupils with various opportunities to listen and to talk about a range of subjectswhich may include topics on personal interests, school work and even current affairs. Itis hoped that the learning standards will offer teachers some ideas on how they couldprovide opportunities for pupils to engage in various listening and speaking activities atYear Two.The Listening and Speaking Content and Learning Standards for Year 2 are as follows: Content Standards Learning Standards1.1 By the end of the 6-year primary 1.1.1 Able to listen and respond to stimulus schooling, pupils will be able to given with guidance : pronounce words and speak (a) environmental sounds confidently with the correct stress, (b) instrumental sounds rhythm and intonation. (c) body percussion (d) rhythm and rhyme (e) alliteration (f) voice sounds (g) oral blending and segmenting 1.1.2 Able to listen to and enjoy simple stories. 1.1.3 Able to listen to, say aloud and recite rhymes or sing songs. 1.1.4 Able to talk about a stimulus with guidance.1.2 By the end of the 6-year primary 1.2.1 Able to participate in daily conversations: schooling, pupils will be able to (a) exchange greetings listen and respond appropriately in (b) make polite requests formal and informal situations for a (c) express apologies variety of purposes. (d) talk about oneself (e) introduce family members and friends (f)express a simple apology 1.2.2 Able to listen to and follow: a) simple instructions in the classroom. b) simple directions to places in the school. 1.2.3 Able to give: a) simple instructions in school. b) simple directions to places in school.1.3 By the end of the 6-year primary 1.3.1 Able to listen to and demonstrate schooling, pupils will be able to understanding of oral texts by: understand and respond to oral a) answering simple Wh-Questions texts in a variety of contexts. b) giving True/False repliesIn this module, all Learning Standards for Listening and Speaking have been dealt withextensively. However, teachers are encouraged to plan lessons and activities on theirown according to the level of their pupils. The activities provided here are merelysuggestions. It is with high expectation and anticipation that teachers of Year 2 Englishwould be able to plan and carry out Listening and Speaking lessons creatively andinnovatively. 25
    • Learning Standard1.1.1 Able to learn and respond to stimulus given with guidance: (a) environmental sounds ACTIVITY CONTENT TEACHER’S NOTESTRY ME Suggested Sounds Suggested Material1. Walk around the 1. tapping of shoes  Prepare: classroom. 2. crumpling of papers suitable shoes that2. Pupils listen and identify 3. dragging chairs/ tables produce a tapping the sound heard e.g. 4. knocking on doors sound. tapping sound of shoes. 5. dropping objects on the3. Select pupils to walk floor around with shoes provided by the teacher.4. Make other sounds and pupils identify them.5. Pupils do the actions.GET TO KNOW ME Suggested Sounds Suggested Material1. Play recorded sounds.2. Pupils listen and guess 1. raking  Prepare: the sounds. 2. spraying3. Show pictures and 3. screeching of brakes 1. pictures of objects. 4. glasses breaking objects/realia:4. Play recorded sounds 5. scooping sand  rake again.  spade5. Pupils identify the  fire extinguisher sounds heard and pick the correct pictures.  car  glasses 2. recorded sounds and the required pictures. e.g. Note: Teachers are encouraged to use other suitable sounds. 26
    • LET’S MOVE IT Suggested Questions Suggested Material1. Pupils listen to the jazz 1. Where is the duck? 1. recorded jazz chant chant. 2. Where is the horse? 2. pictures2. Recite with actions and 3. What is the cat doing? pupils follow. 4. What is the bird doing? e.g.3. Show pictures and ask 5. What is the hen doing? 1. duck – wading “WH” questions. 2. horse – galloping4. Pupils recite and do the 3. cat – scratching actions. Jazz Chant 4. bird – pecking 5. hen – flapping Where is the duck? Wading in the water. Where is the horse? Galloping in the farm. What is the cat doing? Scratching on the wall. What is the bird doing? Pecking on the tree. What is the hen doing? Flapping its wings. The duck, the horse, the cat, the bird and the hen are having fun. 27
    • Learning Standard:1.1.1 Able to learn and respond to stimulus given with guidance: (b) instrumental sounds ACTIVITY CONTENT TEACHER’S NOTESTHAT’S MY SOUND! Suggested Instruments Suggested Material1. Divide pupils into 1. tick- tock  Prepare the musical groups. 2. triangle instruments.2. Distribute musical 3. tambourine instruments to each 4. castanet group. 5. recorder3. Play a musical 6. melodian instrument without pupils seeing it.4. Pupils identify the sound and play the same instrument.5. Repeat the activity with other instruments.WHERE ARE YOU? Suggested instruments Suggested Material1. Divide pupils into four 1. tick-tock  Prepare the musical groups. 2. triangle instruments2. Distribute musical 3. tambourine instruments. 4. castanet Instructions for the class:3. Stand in the middle of the class. Jazz Chant 1. group on the left plays4. Play an instrument. the tambourine5. The group with the Music, music, music 2. group on the right plays same instrument Music everywhere the triangle follows. On my left 3. group in front of teacher6. Repeat with other On my right plays the tick-tock instruments. In front of me 4. group behind the7. Say the jazz chant Behind me teacher plays the and pupils play the Music, music, music castanet. instruments. music everywhereCATCH ME IF YOU CAN Suggested Instruments Suggested Material  Musical instruments1. Divide pupils into 1. recorder groups. 2. tick-tock Note:2. Play the game. 3. melodian3. Repeat the game with 4. tambourine 28
    • other instruments. How to play the game: 1. A pupil from each group will be the ‘wolf’. Another pupil will be the ‘mother hen’. The rest of the pupils are her chicks, each holding an instrument. 2. Teacher plays an instrument. Wolf identifies the chick with the instrument and tries to catch „it‟ by tagging „it‟. 3. Mother hen tries to protect its chick. 5. Once „caught‟, the chick switches position with the wolf. 29
    • Learning Standard:1.1.1. Able to learn and respond to stimulus given with guidance: (c) body percussion ACTIVITY CONTENT TEACHER’S NOTESFOLLOW ME! Suggested Actions1. Say and show the 1. Stamp your foot actions. I am stamping my foot2. Pupils follow. 2. Sniff with your nose3. Call a pupil to say and I am sniffing with my do the actions. nose.4. The other pupils follow. 3. Clap your hands5. Repeat with other I am clapping my actions. hands. 4. Slap your thighs I am slapping my thighs.WHAT AM I? Suggested Suggested Material Sentence Patterns 1. sentence strips1. Each group is given a 1. These are my hands. 2. jigsaw puzzle set of 4 jigsaw puzzles. (clap your hands) of the following body2. Pupils arrange them to 2. These are my fingers. parts: form pictures. (snap your fingers) 1. hands3. Pupils say the 3. These are my feet. 2. fingers sentences and do the (stamp your feet) 3. feet actions. 4. These are my thighs. 4. thighs (slap your thighs ) Suggested Dialogue Teacher: Who puts the nose in the big red box? Siti : Ali puts the nose (sniffing sound) in the big red box. Ali : Who me? Siti : Yes you. Ali : Couldn‟t be. Siti : Then who? Ali : Abu puts the nose (sniffing sound) in the big red box. Abu : Who me? 30
    • Ali : Yes you.Abu : Couldn‟t be .Ali : Then who?Abu : Meena puts the nose(sniffing sound) in the big red box.Meena : Yes, yes, yes it‟s me[Pupil with the cut-outmentioned is out of thegame 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 NOTESGIVE ME MORE Suggested Words Suggested Material1. Put up pictures. 1. cook Required pictures2. Talk about the pictures. 2. book3. Recite the rhyme. 3. look Other words with medial /ʊ/4. Stress on words with 4. took and /u:/ sound: medial sound /ʊ/.  hook5. Pupils say the words Suggested Rhyme  foot aloud.  wood6. Pupils are asked to give Farook is a cook.  good other words with medial He likes to cook.  boot sound /ʊ/. He took a book. To have a look.  root  hood  wool  moon  foodMAKE IT RIGHT Suggested Words Required pictures1. Recite a rhyme. 1. bee2. Pupils repeat. 2. free3. Stress on words with 3. tree final sound /i:/ as in the 4. coffee graphemes „ee‟ and 5. sea „ea‟. 6. tea4. Pupils say the words aloud. Suggested Rhyme5. Pupils tap to the beat when saying the rhyme. I see a bee,6. Give more words with Flying free from tree to tree, the final /i:/ sounds as in I like coffee, I like tea, the graphemes „ee‟ and I like to eat by the sea. „ea‟. 32
    • Learning Standard:1.1.1 Able to learn and respond to stimulus given with guidance: (d) rhythm and rhyme ACTIVITY CONTENT TEACHER’S NOTESRHYME ALONG Suggested Suggested Material Rhyming Words1. Pupils identify the 1. pictures pictures. 1. bone, cone 2. word cards2. Display word cards. Say 2. nose, rose the words. 3. line, nine e.g.3. Pupils put the word 4. glide, slide cards on the pictures. 5. pipe, wipe4. Say the sentences. 6. rope, rode5. Pupils fill in the blanks with rhyming words. Suggested Sentences6. Say the sentences in bone groups. 1. There is a cone next to the bone. 2. She smells the rose with her nose. 3. Robbie has a rope and he rode on a pony. 4. All the nine trees are in a line. 5. The snakes glide under slide the slide. 6. Let‟s wipe the pipe and paint it white. cone 33
    • Learning Standard:1.1.1 Able to learn and respond to stimulus given with guidance: (e) alliteration ACTIVITY CONTENT TEACHER’S NOTESSAY IT RIGHT Suggested Words Suggested Material1. Put up a composite 1. sliding  Prepare: picture. 2. skipping a composite picture that2. Emphasise on the 3. skating illustrates the rhyme phoneme /s/. e.g. 4. Selvy ssssliding 5. Soo Chin sssskipping 6. Siti sssskating3. Recite the rhyme and Suggested Rhyme pupils repeat. Clap in rhythm. Soo Chin, Selvy and Siti4. Say “ssss” and tell the are in the playground, pupils to watch each Soo Chin is sliding other‟s lips as they down, say “ssss”. Selvy is skipping round5. Pupils identify the and round, words starting with “s”. Siti is skating all around, Laughing, merrily, What a happy sound!SO NEAR YET SO FAR Suggested Words Suggested Material1. Put up pictures. 1. comb Pictures of objects2. Emphasise on the /k/ 2. cake that begin and do not sound. e.g. The candle 3. coat begin with the /k/ is on the cake. 4. cat sound.3. Say the sentences. 5. cap Pupils repeat. 6. cow4. Point to the picture and pupils name it. Suggested Sentences5. Identify objects that do 1. The candle is on the not begin with the /k/ cake. sound. 2. The cat is near the cow.6. Identify objects that 3. The comb is in the coat. begin with the /k/ sound. 34
    • Learning Standard:1.1.1 Able to learn and respond to stimulus given with guidance: (e) alliteration ACTIVITY CONTENT TEACHER’S NOTESJOLLY ME Suggested Words Suggested Material1. Say „l‟ and tell the pupils 1. lollipop 1. pictures as to look into a mirror. 2. lip suggested in the2. Identify the pictures. 3. licking word list3. Pupils say the words. 4. lunch 2. mirrors e.g.: „lollipop‟ 5. limes Emphasise on the /l/ 6. little sound.4. Recite the jazz chant. Suggested Jazz Chant Clap in rhythm.5. Pupils follow. Little Lily likes lollipops.6. Divide pupils into three Little Lily likes licking Instructions for the groups. Carry out a limes. competition: competition. Little Lily likes her lunch with lollipops and limes.  Pupils give words with initial /l/ sound.  The group that has the most words beginning with the /l/ sound is the winner. 35
    • Learning Standard:Able to listen and respond to stimulus given with guidance: (f) voice sounds ACTIVITY CONTENT TEACHER’S NOTESSOUND LIKE ME Suggested Suggested Material Sounds of Animals1. Show some toy 1. recorded sounds of animals animals. 1. Goats bleat 2. toy animals2. Play the recorded 2. Cows moo sounds of the animals 3. Cats mew shown and the pupils 4. Snakes hiss imitate. 5. Owls hoot3. Put the toys into a box. 6. Frogs croak4. A pupil picks a toy from the box.5. The others make the Note: sound of the animal Teachers may use pictures to shown. substitute the toys.6. The activity is repeated with other toys.I CAN HEAR YOU Suggested Suggested Material Objects and Their Sounds Realia or picture of:1. Show pupils a camera.2. Snap a photo and ask 1. Clicking of camera 1. a camera pupils the sound made 2. Clashing of cymbals 2. cymbals by the camera. 3. Clanging of pots and 3. pots and pans3. Do the actions of pans e.g. clicking and pupils follow. Suggested Song4. Pupils take turns to do (to the tune of „Are You the action of clicking the Sleeping?‟) camera and others say „click, click, click‟. Click – 8x Lyrics of the song:5. Repeat the activity with Clash - 6x Are you sleeping? [2X] the other two objects. Clang – 12x Brother John, [2x]6. Some pupils sing the Click, clash, clang - 2x Morning bells are ringing, [2x] song while the rest Ding Dong Bell! [2x] make the relevant sounds. 36
    • Learning Standard:1.1.1 Able to listen and respond to stimulus given with guidance: (g) oral blending and segmenting ACTIVITY CONTENT TEACHER’S NOTESLET’S GET TOGETHER Suggested Words Suggested Material1. Distribute a letter card 1. pot Letter cards to each pupil. 2. cot e.g.2. Say a word and pupils 3. hot with the correct letter cards come out and 4. dot p 5. lot arrange themselves 6. not accordingly.3. The rest of the class 7. 8. got tot o say the sounds of the letters shown and say the word out loudly. Suggested Sentence Patterns t e.g. /p/ /ɒ/ /t/ = pot4. The activity is repeated 1. The pot is hot. with the other words. 2. The tot is in the cot.5. Put up sentences. 3. It is not a dot.6. Read and pupils follow. 4. He has got a lot.LET’S JAZZ Suggested Words Suggested Material1. Recite the jazz chant. 1. pin tin bin fin Pictures as suggested2. Pupils follow. 2. sit hit pit fit in the word list3. Reinforce oral blending 3. zip lip hip dip and segmenting of e.g. words by showing Suggested Jazz Chant pictures. e.g. /p/ /ɪ/ /n/ The pin is in the fin. The fin is in the tin. /l/ /ɪ/ /p/ 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 Material1. Divide pupils into 1. rat, cat, fat , bat, hat groups. 2. bit, hit, pit, kid, lip 1. boxes of word cards2. Give each group a box 3. pot, hot, tot, jog, top 2. music with word cards. 4. bus, cup, rug, mug, pup3. Music is played and the 5. pen, ten, hen, pet, bed box is passed around.4. A pupil takes out a word card from the box when the music stops.5. The pupil segments the word. If incorrect, he or she is out of the game. e.g. rat - /r/, /æ/, /t/6. Repeat the activity. 38
    • Learning Standard1.1.2 Able to listen to and enjoy stories. ACTIVITY CONTENT TEACHER’S NOTESSTORY TRAIN Suggested Story Suggested Material Pipit The Bird1. Show a puppet/toy and This is Pipit. Sets of picture cards talk about it. It is a bird. based on the story used2. Put up a series of It cannot fly. pictures and question It lives in a nest. The group leader distributes pupils based on the a picture to every member in pictures. One day, Pipit fell from its the group.3. Tell a story and pupils nest. listen. It hopped around.4. Question and answer It was looking for its session based on the mother. story.5. Remove the pictures. Pipit met a duck.6. Divide pupils into Pipit asked, “Mr Duck, can groups. you teach me to fly?”7. Each group is given a Mr Duck said, “I cannot fly. similar set of pictures. I can swim.”8. Retell the story. Pipit walked away.9. Pupils hold the pictures and arrange themselves Pipit met a rabbit. according to the story. Pipit asked, “Mr Rabbit, can you teach me to fly?” Mr Rabbit said, “I cannot fly. I can hop.” Pipit walked away. Pipit met a parrot. Pipit asked, “Mr Parrot, can you teach me to fly?” Mr Parrot said, “Yes, I can fly. I can teach you to fly.” Pipit learned to fly. Pipit flew with the parrot. Pipit could fly back to its nest. Pipit was very happy. Pipit thanked Mr. Parrot. Reference: Zuraidah Che‟ Zin(2000).Pit Pit Learns To Fly.Bestari Series.Anzagain Sdn.Bhd. 39
    • DRESS ME UP Suggested Questions Suggested Material1. Bring a picture of a Questions: A picture based on the bear. 1. What animal is this? story.2. Ask questions based on 2. Where does it live? the picture.3. Tell a story titled „Rose Suggested Story Red‟.4. Divide pupils into small ROSE RED groups.5. Each group is given a Rose Red lived with her box with some items mother. They lived in a relevant to a specific small house. Note: character in the story. One day, a black bear Teacher can extend the6. Pupils choose a came to the house. activity by asking the pupils: member and dress him The bear stayed with them. or her up as the They were happy. 1. Why was the old man character. After two days, the bear angry?7. The group members went back to the forest. 2. How did the prince take turns to describe One day, Rose Red saw an become a bear? the character. angry old man. He could not move. His long beard was caught in a bush. He shouted for help. Rose Red helped him. She cut his beard with a pair of scissors. The old man was very angry. He shouted at Rose Red. Rose Red ran away. On her way home, Rose Red met a handsome young man. He was the bear who had stayed with them. The old man had put a spell on him. The spell was broken when his beard was cut. 40
    • FAMILY TREE Suggested Story Suggested Material1. Ask questions about Azril and Azrul are 1. the required pictures pupils‟ family members. brothers. Azril is ten years 2. a family tree2. Tell a story. old. Azrul is eight years old.3. Divide pupils into pairs. They live in an old wooden e.g.4. Each pair is given a set house. They live together of pictures to complete with their parents, a family tree based on grandparents and their the story. younger sister, Ayuni who Grandfather Grandmother5. Pupils make their own is five years old. family tree. Their father, Pak Abu Father Mother goes to the sea to catch fish every day. Sometimes, Pak Kaduk, who is Pak 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 Material1. Play the story. 1. Mousedeer and The 1. pictures2. Divide pupils into four Crocodile 2. sentence strips groups. 2. Jack and The Beanstalk3. Give a set of pictures to Groups A and C - pictures groups A and C Groups B and D- respectively. Give a set sentence strips of sentence strips to groups B and D respectively.4. Pupils have to find their partners. (pictures to sentence strips)5. Then, pupils rearrange themselves in the correct sequence.LET’S ARRANGE Suggested Story Suggested Material1. Show pictures of an ant THE ANT AND 1. the required pictures and a grasshopper. THE GRASSHOPPER 2. story strips2. Talk about the pictures. 3. recording of the story3. Divide pupils into Mr Grasshopper lived in a 41
    • groups. bush. He was hopping4. Each group is given a around happily. Mr Ant lived worksheet with story in a nest. He was busy e.g. strips. collecting food.5. Pupils cut out the strips and paste them in the He asked Mr Ant, “Why are correct sequence. you so busy?” Mr Ant6. Play the recording of replied, “I am saving food the story. for the rainy days”.7. Pupils listen to the story Mr Grasshopper laughed at and check their Mr Ant. He hopped away arrangement of the happily. story. After a few days, it started to rain. Mr Ant stayed in his nest. He had a lot of food to eat. Mr Grasshopper could not find any food. He was wet and hungry. He went to Mr 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 NOTESMIME ME Suggested Actions Suggested Material1. Play the song. 1. brush our teeth 1. recording of song2. Put up the lyrics. 2. wash our hands 2. lyrics3. Read and pupils repeat. 3. spread the butter 3. sets of phrase cards4. Sing the song. 4. carry our bags5. Divide pupils into 5. arrange our books groups. 6. walk to school6. Each group is given a 7. read our books different set of phrase cards with action words. Suggested Song7. In turns, each group [Tune of: Here We Go comes forward and Round the Mulberry Bush] sings the song while some of its members This is the way, mime the actions based We brush our teeth, (3x) on the phrase cards. This is the way, We brush our teeth, so early in the morning. This is the way, We wash our hands,(3x) This is the way, We wash our hands, So early in the morning.SPEEDY SINGING Suggested Song Suggested Material1. Play the song. Head and shoulders, knees 1. recording of song2. Sing together. and toes, 2. lyrics3. Divide pupils into knees and toes, (2x) groups. Head and shoulders, knees4. Give each group a line and toes from the song to sing. Eyes, ears, mouth and nose. First group starts singing the song, followed by the other Other Songs: groups in sequence. 1. Simple Simon5. Ask pupils to increase 2. Sing A Song Of Six the tempo of the song. Pence 3. Mary Had A Little Lamb6. 7. Repeat the activity. 43
    • PICTURE ME Suggested Rhyme Suggested Rhyme1. Put up the rhyme. Two little black birds, Pictures based on the2. Read the rhyme. Sitting on a fence, rhyme3. Pupils repeat the rhyme One named Peter, e.g. in groups and as a One named Paul, class. Fly away Peter,4. Divide pupils into Fly away Paul, groups. Come back Peter, ck5. Give each group a set Come back Paul. of pictures.6. Pupils have to cut out the pictures and paste them to create the scene for the rhyme.WHERE HAVE YOU Suggested Rhyme Suggested MaterialBEEN? Pussy cat, pussy cat  Appendix 11. Display the rhyme. Where have you been?2. Read with the pupils. I have been to London3. Remove the rhyme. To see the queen4. Pupils complete worksheets by pasting Pussy cat, pussy cat the pictures correctly. What did you do there? I frightened a little mouse Under the chairRHYME INNOVATION Suggested Rhyme Suggested Material1. Display a rhyme. Baa, baa black sheep, 1. word cards2. Read and pupils follow. Have you any wool? 2. a rhyme/song3. Divide pupils into Yes sir, yes sir, groups. Three bags full,4. Give an envelope with One for my master, word cards to each One for the dame, group. One for the little boy5. Pupils will create a Who lives down the lane. similar rhyme/song using word cards. Suggested Improvised Rhyme Cluck, cluck white hen Have you any eggs? Yes sir, yes sir, Three baskets full, One for my master, 44
    • One for my dame, One for the little boy Who lives down the lane.For more rhymes and song teachers can refer to:http://bussongs.com/animal_songs.phphttp://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://www.rhymes.org.uk/http://www.nurseryrhymes4u.com/ 45
    • Learning Standard:1.1.4 Able to talk about a stimulus with guidance. ACTIVITY CONTENT TEACHER’S NOTESACT IT OUT Suggested Words Suggested Material1. Place a „magical‟ box on 1. sleep 1. picture cards based the table with picture 2. walk on the words cards in it. 3. yawn chosen2. Say the magical words 4. talk 2. a composite picture „Abracadabra‟ and wave 5. listen [Appendix 2] the magic wand. 6. sit 3. words cards3. A pupil comes forward 7. stand e.g. and picks up a picture card. He/ She says and does the action.4. The rest of the class follows.5. Place a composite picture (Appendix 2) on the board and ask sleep yawn pupils what actions are seen.6. Pupils answer and paste the word cards on the composite picture. sit standMY HAPPY FAMILY Suggested Poem Suggested Material:1. Show a picture of a This is my father , 1. a composite picture of a family and play a Short and steady. Stanza1 family (Appendix 3) recording of the poem. (Gr 1) 2. a recording of the poem2. Say the poem line by This is my mother, line and pupils repeat. Singing a song, Stanza3. Divide pupils into 4 2 groups. Each group (Gr 2) recites one stanza. This is my brother,4. Groups take turns to Tall you see. Stanza 3 recite the different (Gr 3) stanzas. This is my sister, With a doll on her knee. 46
    • Stanza 4 (Gr 4) And this is the story about my happy family. Stanza 5 (All groups)PICTURE Suggested WordsCONVERSATION Suggested Material 1. food1. Place a composite 2. drinks 1. Composite Picture picture on the board. 3. girls (Appendix 4)2. Pupils say what they 4. boys 2. Sample pictures see and teacher lists 5. teacher (Appendix 5 and 6) the words. 6. blackboard3. Put up sentence strips. 7. saree4. Read the sentence strips and pupils follow. Suggested Sentences5. A pupil reads the sentence strips and 1. The teacher is wearing others follow. a saree.6. Pupils complete 2. There is a lot of food worksheets. and drinks on the table. 3. A girl is talking to her teacher.WHAT AM I? Suggested Questions Suggested Material1. Show pictures of 1. What does it eat? picture cards animals. 2. Where does it live?2. Ask questions about 3. What colour is its fur? them. 4. Is it wild?3. Class is divided into groups. Each group is given an envelope of pictures of animals.4. Group leader picks a picture card and describes the animal. The rest of the group will guess the animal.5. Repeat using other pictures. 47
    • LET’S TALK Suggested Text Suggested Material1. Put up a picture. Teachers‟ Day 1. a composite picture2. Teacher provides the (Refer to Appendix 6) first sentence about the This is my class. Today picture seen. is 16th May. The class is3. Pupils continue by having a party. There are Note: taking turns to make a many pupils. A girl is talking Accept any possible sentence each to to her teacher. Her teacher, answers given by the describe the picture. Mrs Ratnam is wearing a pupils.4. Repeat using other saree. pictures. 48
    • Learning Standard:1.2.2 Able to participate in daily conversations: (a) exchange greetings ACTIVITY CONTENT TEACHER’S NOTESLET’S SING Suggested Song Suggested Material [Tune of: Happy Birthday] Pictures of gestures1. Sing a song with e.g. suitable cultural Selamat Hari Raya x3 gestures. And how do you do?2. Pupils sing to one another and do the Repeat using: gestures. Happy Deepavali Happy Chinese New Year Merry Christmas Selamat Hari GawaiROLE PLAY Suggested Dialogue Suggested Material1. Place a dialogue on the Teacher : Hello, I‟m Mr 1. masks of animals board. Kangaroo. 2. a dialogue chart2. Wear a mask Pupils : Hello, (kangaroo) and greet Mr Kangaroo. the pupils according to How do you do? the dialogue. Teacher : I‟m fine. Thank3. Pupils answer based on you. the dialogue. Pupils : Goodbye, Mr4. Pupils repeat the Kangaroo. See activity using different you tomorrow. masks. Teacher : Goodbye. Repeat using: Mr Tiger, Mr Orang Utan, Mr Bear, Mr Peacock, Mr Rabbit 49
    • Learning Standard:1.2.1 Able to participate in daily conversations: (b) make polite requests ACTIVITY CONTENT TEACHER’S NOTESMAY I? Suggested Words Suggested Material Things in the classroom:1. Pupils listen to a 1. ruler 1. recording recording of making 2. pencil 2. picture cards requests. 3. eraser2. Pupils repeat after 4. book teacher requesting for 5. crayons various objects. 6. coloured pencils3. Pupils are divided into 7. chalk groups. Each member 8. duster of the group is given a picture card. Suggested Sentences4. Every group member takes turn requesting for 1. May I borrow a pencil? objects. 2. Can you lend me your5. Pupils respond pencil? accordingly in their respective groups. 3. Here you are. 4. Thank you. 5. You‟re welcome. 6. I‟m sorry, I don‟t have one.AMAZING RACE Suggested Suggested Materials Sentence Strips1. Paste pictures of 1. sentence strips objects all around the Father, may I have this 2. picture cards class. shirt? e.g.2. Prepare sentence strips for each picture on Can I have these socks making requests and and shoes? place them on the table.3. Pupils [in pairs] find the Yes, you may. correct strips to match the pictures. May I go to the library?4. Pupils take turns to request and reply aloud. Yes, of course. 50
    • Learning Standard:1.2.1 Able to participate in daily conversations: (c) express apologies ACTIVITY CONTENT TEACHER’S NOTESFIND MY PAIR Suggested Sentence Suggested Materials Strips1. Take pupils to the sentence strips field/hall to play this A: Did you bring my game. football?2. Pupils are divided into 2 B: I‟m sorry, I forgot to groups. Each member bring it. of the group is given a sentence strip. A: Ouch! You stepped on Group 1 is given my toes. sentence strips on B: I‟m sorry. I didn‟t mean requests. to. Group 2 is given sentences on the A: You broke my table replies. lamp.3. When the teacher gives B: I‟m sorry. It was an the cue, pupils start to accident. find their pair by saying their sentences aloud.4. The winner of the game will be the first pair with the correct match.STATUE GAME Suggested Dialogue Suggested Material A: Did you bring my Pictures1. Play music and pupils football? e.g. dance to the tune. B: I‟m sorry, I forgot to2. When the music stops, bring it. pupils remain still. Choose two pupils to A: Ouch! You stepped on Forgot to bring the football come to the front. my toes.3. One of them picks up a B: I‟m sorry. I didn‟t mean picture from the box. to. Pupils role-play the situation of expressing A: You broke my table Stepped on my toes apologies based on the lamp. picture. B: I‟m sorry. It was an4. Other pairs repeat with accident. various situations. Other situations: - knock into each other Broke the table lamp - lost the ruler - spilt the drink 51
    • Learning Standard:2.2.2 Able to listen to and follow: a) simple instructions in the classroom Activity Content Teacher’s notesFOLLOW ME Suggested Instructions1. Pupils follow teacher‟s 1. Bend your knees. instructions. 2. Point to your nose. e.g. 3. Raise your left hand. “Raise your left hand.” 4. Raise your right hand. Pupils do the action. 5. Touch your shoulders.2. Pupils who do the action incorrectly are out of the game.3. Repeat the instructions until the last pupil remains standing.LINE DANCING Suggested Instructions Suggested Material1. Pupils stand in straight 1. Put your hands on your Instrumental music rows. waist.2. Play music. 2. Nod your head.3. Give instructions. 3. Look right.4. Pupils do the actions. 4. Look left. 5. Shake your body. 6. Raise your left hand. 7. Raise your right hand. 52
    • DRAWING A FACE Suggested Instructions Suggested Material1. Provide a blank piece of 1. Draw a big circle. Note: paper to each pupil. 2. Draw two big round2. Give instructions to draw a eyes. Teacher can vary face. 3. Draw a small nose. the instructions.3. Pupils follow instructions 4. Draw a small mouth. and draw accordingly. 5. Draw two ears. e.g.HOKEY-POKEY Suggested Instructions Note: Substitute with:1. Take pupils outdoors. Put your right hand in2. Form a circle. Take your right hand out 1. left hand3. Give instructions and 2. right leg pupils do the actions. Hokey-Pokey 3. left leg4. Sing the song and pupils 4. whole self follow. Put your right hand in,5. Pupils sing the song and Take your right hand out, do the actions. 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.PIN THE TAIL Suggested Instructions Suggested Material1. Put up a picture of a 1. Take three steps to the 1. the required picture donkey without its tail on front. 2. the instructions the board. 2. Turn left/right. (Instructions can be2. A pupil is blindfolded and 3. Go straight. varied) given a picture of a tail. 4. Stop. e.g.3. Another pupil gives instructions to the blindfolded pupil to reach the donkey.4. The blindfolded pupil 53
    • pastes the tail on the donkey. Note:5. Repeat with other pupils. Teachers may use other animals.MAKE A SANDWICH Suggested Instructions Suggested Material Ingredients:1. Divide the pupils into 1. Spread the butter on a 1. bread groups. slice of bread. 2. butter2. Each group is given the 2. Take another slice of 3. jam ingredients. bread and spread some Substitute jam with3. Give instructions on how to jam on it.  kaya prepare the sandwich. 3. Put both slices together.  peanut butter4. 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 notesWHERE DO YOU GO? Suggested Instructions Note:1. Divide pupils into groups. 1. Go straight Directions can be given2. Each group forms a train. 2. Turn left to one group at a time or3. Give instructions on 3. Turn right to all the groups at the directions. 4. Go round same time.4. The group follows the 5. Stop directions making the „choo-choo‟ sound.POISON PARCEL Suggested Instructions Suggested Material1. Pupils sit in a circle. 1. Jump like a frog to the 1. music2. Play the music and pupils blackboard. 2. poison parcel pass the parcel until the 2. Fly like a bird to the 3. instructions music stops. staffroom.3. The pupil who has the 3. Hop like a kangaroo to parcel picks a paper from the next class. the parcel and reads aloud 4. Gallop like a horse to the instructions. the office.4. Pupil follows the 5. Move like a car to the instructions. toilet. e.g. Turn around and walk like a duck to the door. 55
    • Activity Content Teacher’s notesDIRECTION SONG Suggested Song Suggested Material (Tune of: London Bridge Is1. Place signposts in various Falling Down ) Signposts corners of the classroom. e.g.2. A pupil will stand at a Class : Take three steps to certain part of the class. your right To your right (2X) canteen3. The pupil will move to the directions as given by Take three steps to staffroom friends in a song. your right office4. Repeat activity. And turn left Where are you, my friend? My friend (2X) toilet Where are you, my friend? Tell me now. Pupil : I am at the canteen Note: canteen ( 2X) I am at the Teach the song before canteen, the activity Oh, my friends. 56
    • Learning Standard:1.3.1 Able to listen to and demonstrate understanding of oral texts heard by: a) answering simple Wh-Questions Activity Content Teacher’s notesAT THE GARDEN Suggested Jazz Chant Suggested Material1. Put up a picture of a A: Who has a garden? (2X) Composite picture garden. Who has a garden, my of a garden2. Ask questions based on friend? the picture. B. Minah has a garden.( 2X) e.g. Minah has a garden, my What flowers can you see? friend. What is the colour of the roses? A: What flowers? ( 2X )3. Chant with pupils. What flowers does she4. Divide the pupils into two have? groups. B: She has roses, she has5. Pupils chant. orchids, sunflowers and hibiscus. A: When does she water them? ( 2X) When does she water the flowers? B: She waters them in the evening, (2X), She waters the flowers in the evening.JAZZ CHANT Suggested Jazz Chant Suggested Material1. Put up the jazz chant. Class: Who are you? (2X) Jazz chant2. Chant and pupils listen. Pupil : I am Ahmad. (2X)3. Repeat and pupils follow. Note:4. A pupil comes to the front. Class : What are you Replace the underlined5. The other pupils ask wearing? (2X) words with other questions as in the jazz Pupil : I‟m wearing a shirt. suitable words. chant. I‟m wearing a pair of6. Pupil answers. trousers.7. Repeat activity with other pupils. Class : Where are you going? (2X) Pupil : I‟m going to the canteen. (2X) 57
    • Activity Content Teacher’s notesWHO STOLE THE COOKIE? Suggested Rhyme Suggested Material Picture1. Pupils sit in a circle. Class : Who stole the e.g.2. Put up a big manila card cookie from the showing a boy putting his cookie jar? hand into a cookie jar. Ali stole the cookie3. Ask the pupils: from the cookie jar. “What is the boy doing?” “Who is the boy?” Ali : Who me?4. Explain the activity.5. Call a pupil to put his face Class: Yes, you. into the hole in the card.6. Pupils say the rhyme. Ali : 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 1. Where does it live? 1. picture cards of animals into a box. 2. What does it like to eat? animals2. A pupil comes forward to 3. What is its colour? e.g. pick a card. (Pupil must not 4. How many legs does it show the card to the have? class.) 5. How does it move?3. Other pupils take turns to ask questions.4. The pupil answers the questions.5. Pupils try to guess the animal. 2. the questions6. Repeat the activity. 58
    • Activity Content Teacher’s notesDIALOGUE Suggested Text Suggested Material1. Pupils listen to a dialogue. Rani: Hi, Lina. 1. pre-recorded text2. Ask questions based on the Lina :Hi, Rani. Where did 2. dialogue dialogue. you go for the 3. sample3. Display the dialogue on the holidays? questions board. Rani: I went to Langkawi4. Pupils take turns to role- with my family. Note: play the dialogue. Lina: How did you go there? Rani: By aeroplane. Change words to vary Lina : When did you go the information. there? Rani : I went there last Monday. Lina : What did you do there? Rani :I went up the cable car. It was very exciting. I also went shopping. Lina : That sounds great. Oh! I have to go now. See you. Bye. Rani: Bye. 59
    • Learning Standard:1.3.1 Able to listen to and demonstrate understanding of oral texts heard by: b) giving True/False replies Activity Content Teacher’s notesAM I RIGHT? Suggested Topics1. Take pupils around the 1. objects in the school school. 2. animals2. Point to any object and 3. places say, 4. people “This is a ………… .” e.g. Point to a car and say, “This is a motorcycle.” Pupils answer : “False. This is a car.”3. Repeat with other objects.QUIZ Suggested Statements Suggested Material1. Divide the class into two 1. An elephant has a trunk. Four large flash groups. 2. A cat has a beak. cards ( two for each2. Read out a statement. 3. A bird can fly. group). e.g. 4. A cat chirps. e.g. An elephant has a trunk. 5. A lion roars.3. A pupil from each group picks the correct flash Statements are based on card. any topic for the week.4. Pupil shows the card to the rest of the class.5. Other pupils respond by saying if the card picked is right or wrong.6. Points are given if the answer is correct. 60
    • OLD MAC DONALD Suggested Content Suggested Material1. Put up a picture of a farm.  Animals on the farm: Composite picture2. Ask questions based on of a farm. the picture. 1. three cows e.g. How many cows can 2. five ducks Note: you see? 3. two horses3. Sing the song „Old Mac 4. eight chickens Number and types of Donald‟ and pupils follow. 5. ten fishes animals can be changed4. Sing the first two lines of based on the picture the song and state the chosen. number of animals e.g.: Teacher :”Old Mac Donald has a farm,” Class : E-I-E-I-O Teacher : And on that farm he has two cows. Class: False5. Repeat with other animals from the picture.STORY TIME Suggested Story Suggested Material1. Play the story.  The Clever Mousedeer Suitable questions2. Pupils listen carefully. (Refer to the English3. Replay the story. Language Year 2 (SK)4. A pupil answers the Teaching Courseware – CD question as given in the 3 - Lesson 64) CD.5. Other pupils shout out „True‟ or „False‟.MY PARTNER Suggested Statements Suggested Material1. Divide class into two equal 1. A cow has four legs. 1. sentence strips groups. (True ) 2. flash cards2. Each pupil in Group A will 2. A rose is green in have a different statement. colour. Note:3. Each pupil in Group B will (False ) have either a „True‟ or „True‟ or „False‟ flash „False‟ card. Note: cards must match the4. Pupils in Group A will read number of statements their statements as they Statements can be based prepared. walk. on topics taught previously. 61
    • 5. Pupils in Group B will shout „True‟ or „False‟ and stand with their correct partners.6. When all have found their pairs, each pair comes out and reads their statement and answer aloud. 62
    • Appendix 1Cut and paste the correct picture.Pussy cat, pussyWhere have you been?I have been to LondonTo see thePussy pussy catWhat did you do there?I frightened a littleUnder the 63
    • Appendix 2MY HAPPY FAMILY 64
    • Choose the correct sentence. Appendix 3 3 4 5 2 1 65
    • Appendix 566
    • Appendix 667
    • THE READING SKILLBy the end of Year Two, pupils should be able to apply knowledge of sounds of lettersto recognize words in order to begin reading and then move on to more complex skillsusing a range of strategies to construct meaning from the text read. The ultimate goalof the reading component in primary school is to produce pupils who will be able to readindependently for information and enjoyment. Pupils of Year 2 will have to acquire thesounds to be learnt as stipulated in the learning standard 2.2.1 before they reinforce thenew sounds learnt to form words learnt by blending these sounds. Pupils learn how tospell 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 STANDARDS2.1 By the end of the 6-year 2.1.1 Able to recognize and articulate initial, medial and primary schooling, pupils will the final sounds in single syllable words be able to apply knowledge within given context: of sounds of letters to recognize words in linear and (a) /eɪ/ /i:/ /aɪ/ /әʊ/ /ʊ/,/u:/ non-linear texts. (ai ) (ee) (igh) (oa) (oo) (b) /a:/ /ɔ:/ /ɜ:/ /әʊ/ /ɔI/ (ar) (or) (ur) (ow) (oi) (c) / ә/ /eә/ /ʊә/ /ɜ:/ (ear) (air ) (ure) (er) (d) /eɪ/ /aʊ/ /aI/ /i:/ (ea) (ay) ( ou) ( ie) (e) /ɔI/ /ɜ:/ /u:/ /ɔ:/ ( ue) (oy) (ir) (aw) (f) /w/ /f/ /ju:/ /әʊ/ /ɔ:/ (wh) (ph) (ew ) (oe ) (au) (g) /eɪ/ /i:/ /aɪ/ /әʊ/ /u:/ (a-e) (e-e) ( i-e) (o-e) (u-e) 2.1.2 Able to blend phonemes into recognisable words and read them aloud. 2.1.3 Able to segment words into phonemes to spell. 69
    • 2.2 By the end of the 6-year 2.2.1 Able to read and apply word recognition and word primary schooling, pupils attack skills by : will be able to demonstrate a) matching words with spoken words understanding of a variety b) reading and grouping words according to word of linear and non-linear families. texts in the form of print and non-print materials using a 2.2.2 Able to read and understand phrases in linear and range of strategies to non-linear texts. construct meaning. 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 2.3.1 Able to read simple texts with guidance: primary schooling, pupils a) fiction will be able to read b) non-fiction independently for information and enjoyment.As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupilsof Year Two as stipulated in the learning standard. The following sounds are to belearnt in Year Two. 70
    • 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 Place palm on the chest and say i-e /aI/ „I‟ ie 71
    • oa Palms up, shake your body and say “au”oe /әʊ /o-eow Place hands above head, tap onceoo /ʊ / 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”earor Draw a big circle (anti-clockwise) in the air and say “or”.aw /ɔ:/auur /ɜ:/ Put your finger on the temple andir say “er”er 73
    • wh /w/ Join two peace signs and say “w” Action of bird flying and say “f”ph /f/ Point to a friend and say „you‟.ew /ju:/ Fan your hand in front of your noseear /Iә/ and say “eear” 74
    • Hold your jaw and say “air”air /eә/ Form a „u‟ with both hands, spreadure /ʊә/ 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 learningstandard 2.1.1 (a) – (g). The sounds presented in the table above are not inchronological order as found in the learning standard. They have been classifiedaccording to phonemes and have various graphemes, which represent a particularphoneme. Teachers should tell pupils that the phonemes might represent differentgraphemes.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 suchas singing songs, telling stories, reciting rhymes, playing games as well as drilling inorder to reinforce the learning of these phonemes. Phonemes taught in Year One are reinforced in Year Two before teachingphonemes to be learnt in Year Two as stipulated in the learning standards. Thefollowing are the phonemes learnt in Year One:Grapheme Phoneme Possible actions s 1. Form a cobra head with /s/ your hand. ss (voiceless) 2. Trace the letter „s‟ in the air and, say s… c t /t/ Tap two fingers on the desk (voiceless) and say t… 76
    • P /p/ Place four fingers in front of (voiceless) your mouth and say p… Touch the tip of your nose andn /n/ (voiced) say n… Lick an ice-cream and say m…m /m/ (voiced) /d/ Drumming action and say d…d (voiced) 1. You are cold, clutch yourg /g/ (voiced) hands and shiver 2. Say ggg 77
    • c /k/ Action of flying a kite and say kk (voiceless)ckr /r/ Be a lion and say rrr (voiced) 1. Place your palm in fronth /h/ of your mouth (voiceless) 2. Laugh hahab /b/ Action of balloon bursting and (voiced) say b…f /f/ (voiceless) Action of bird flying and say f…ff 78
    • l /l/ Raise both arms upright and (voiced) say ll..llg /dʒ/ Jump and say j.j (voiced)v /v/ Show the peace sign and say (voiced) v. Join two peace signs and sayw /w/ w. (voiced) Cross your hands and say ks.. /ks/ (voiceless)x 79
    • Slash „x‟ and say gz.. /gz/ (voiceless)y /j/ Nod and say yeh (voiced)z Trace „z‟ in the air and say z.. /z/ (voiced)zz Action of a duck flapping itsq /kw/ wings once and say qua (voiced) 1. Action of a moving trainch /tʃ/ with both arms (voiceless) 2. Say ch. 80
    • sh /ʃ/ Finger on the lips and say sh.. (voiceless)th /θ/ Show the thumb and say th. (voiceless) Point with the thumb and say /ð/ (voiced) th. Action of mosquito buzzingng /ŋ/ around ears and say ng…. (voiced) 81
    • The short vowels are as follows :Grapheme Phoneme Possible actions Imagine a spider crawling up your arm and say eh… /æ/ a 1. Cross your arms on your chest and lift your /ә/ shoulders. 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 u /ʌ/The long vowels are as follows :Grapheme Phoneme Possible actions Open your mouth wide and say /a:/ aaa… a Draw a big circle (anti a /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 (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/ 85
    • 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 eɪ ɪ əʊ 87
    • Learning Standard:2.1.2 Able to blend phonemes into recognizable words and read them aloud. ACTIVITY CONTENT TEACHER’S NOTESForming Words Word List Materials onset cards1. Place pictures with the boat rime card grapheme „oa’ in a big coat picture cards box. soap2. Pick a picture and name goat Onset Rime it aloud stressing the toad Cards Card phoneme /әʊ/. oa3. Pupils repeat the word b d e.g. individually / in groups.4. Prepare onset and rime c cards based on the p word list. s5. Place the cards on the t table. g6. Pick pupils at random b oa t to select the correct onset and rime cards based on the picture.7. Pupils blend and read the word aloud.Roll a word Word List Materials1. Show pictures with the sheep picture cards grapheme “ee” . teeth cubes template - Appendix 12. Say aloud the word , tree stressing the phoneme weep contents of onset cube (1) /i:/. feet3. Pupils repeat. sleep - sh, t, tr, w, f, sl4. Divide pupils into groups. Provide three contents of rime cube (2) cube sets for each group. - ee5. Taking turns, pupils roll cubes 1 - 3 to contents of onset cube (3) form words based on the picture.6. Pupils say the words - p, th, t aloud and write the - words that they have *can use erasers as cubes. sh ee p formed. *this activity can be turned into a competition. 88
    • ACTIVITY CONTENT TEACHER’S NOTESWord Chain Word List Materials1. Demonstrate the action saw letter cards for the phoneme /ɔ: /. paw picture cards2. Pupils repeat a few draw times. prawn3. Show pictures and crawl pr aw name them. e.g4. Pick pupils at random cr n and hang the cards around the pupils‟ necks. l5. Teacher says a word. p e.g. saw.6. Pupils with the s respective letter cards dr will stand side by side to s a w blend the word.7. Pupils repeat the word.Match Me Right Word List Materials picture cards1. Demonstrate the kite Onset Rime grapheme „i – e’ five Cards cards through a song. prize A B2. Pupils repeat. mice3. Show picture cards and rice m ice blend the phonemes. hide4. Pupils repeat individually or in groups. Song chart h ide5. Put up picture cards on (Tune of Clementine) the wall with the onset cards. I like to fly kites (3x) k ite6. Pupils match the rime In the sky cards to the correct I have five kites (3x) picture cards. As my prize f ive7. Pupils read the words. I see five mice (3x) Eating rice r ice When they see me(3x) They run and hide pr ize 89
    • ACTIVITY CONTENT TEACHER’S NOTESWord Spinner Word List Materials1. Demonstrate the action thigh Picture cards and sound for the light Word spinner template – phoneme /eI/. fight Appendix 22. Pupils repeat. night3. Show pictures and right Onset Rime say the word. bright cards cards4. Blend the onset and A B rime cards.4. Pupils repeat. th igh5. Put up a word spinner.6. Pupils take turns to spin. l7. Pupils blend the onset and rime letters to form correct words. f8. 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 NOTESSeparate Me Suggested Words :1. Demonstrate segmentation of a snake, bake, tape, word. cake, lake, make, race, a. Read the word. date, spade b. Pupils repeat. c. Say the phonemes. e.g. a-e : snake - /s/, /n/, /e /, /k/2. Distribute grapheme cards randomly to the pupils.3. Teacher says a word.4. People with the related graphemes come to the front to form the word.5. Teacher says the phoneme and the pupil with the related grapheme card raises it.6. Teacher repeats the activity with other words.Jumping On The Puddles Suggested Words : Appendix 31. Show a word. girl, bird, thirsty, skirt,2. Say the word aloud and shirt, first separate them into segments. e.g. girl - /g/ /ɜ:// /l/3. Pupils repeat after the teacher.4. Create „puddles‟ across the classroom floor, each puddle featuring a grapheme.5. Teacher says a word and picks a pupil at random to demonstrate.6. Pupil says the phoneme as he/she jumps on it.7. Repeat the steps for all the words suggested. 91
    • ACTIVITY CONTENT TEACHER’S NOTESBreak the Code Suggested Words:1. Divide class into 2 sections. cow, town, how, bow,2. In one section create a „reward owl, flower, power zone‟. e.g. – sweets in a box3. 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: Materials1. Divide pupils into groups. sea, pea, meat, read, letter cards2. Distribute boxes of letter cards to eat each group.3. Show the picture and say the word.4. Pupils segment the sounds and say the word. e.g. /m/ /i:/, /t/5. Each group take turns to segment the word.6. Repeat the steps with each word on the list. 92
    • ACTIVITY CONTENT TEACHER’S NOTESWall Words Suggested Words: Appendix 41. Show the picture and the word. alphabet, dolphin, elephant, telephone,e.g. photo dolphin d o l ph i n2. Teacher says the word aloud and segments the word.3. Pupils repeat after the teacher.4. Put up the word cards on the wall.5. Pupils segment the words.6. Repeat the steps with each word on the list. 93
    • Learning Standard: 2.2.1 Able to read and apply word recognition and word attack skills by: a. matching words with spoken words. ACTIVITIES CONTENT TEACHER’S NOTES Listen and Choose Word List: Materials 1. Pair the pupils. goat Word cards 2. One pupil will be given a set of coat Picture cards picture cards and the other will be float goat given a set of word cards. boat coat3. Teacher says out a word. The toad float4. pupil who has the correct picture road boat5. card will put it up followed by the toad6. pupil with the correct word card. road Read and Find Word List: Materials 1. Distribute worksheets to pupils. goat colour pencils 2. Pupils are asked to read the coat worksheets words. float Appendix 5 3. Pupils use colour pencils to trace boat the dotted lines from the words to toad the pictures. road Assemble Me Dear Word list: Materials 1. Each group will be given a picture girl pictures cut into pieces puzzle in an envelope. bird envelopes 2. Each group will have to assemble skirt word cards the picture correctly on a manila shirt card. first 3. The assembled picture will have to third be pasted on the board together with the correct word and pupils say it out loud. 4. The fastest group wins the game. 94
    • ACTIVITIES CONTENT TEACHER’S NOTESBingo Word list: Materials blue1. Teacher prepares a few sets of glue bingo sets bingo cards with the same words in true box different arrangements. high word cards2. Distributes the sets to the pupils. night3. Give instructions how to play. light blue glue true4. Teacher picks words randomly from wheel whale car light a box. whale sir high night5. Say it out loud. birthday6. The first pupil to complete the car words in a straight line is the balloon glue car sir winner. sir night blue light true high trueGet Me Right Word list: Materials 1. Distribute worksheets to the chew Worksheets pupils. crew Appendix 6 2. Teacher reads out a word screw according to the word list. drew 3. Pupils listen and circle the correct blew word. flew 4. Repeat the steps for the other words. 95
    • Learning Standard:2.2.1 Able to read and apply word recognition and word attack skills by : c. reading and grouping words according to word families. ACTIVITIES CONTENTS TEACHER’S NOTESPut Me Where I Belong Word list : Materials1. Put up the word chart. screw word chart2. Drill the pupils with the words. new (Appendix 7)3. Call pupils at random to read the blew word shown and place it in the drew correct column.(Final / ɔ:/ and saw / ju:/) jaw4. Repeat the activity until all the draw words are correctly placed. strawCrazy Poems Materials A cow goes to town,1. Display a poem on the board. In a gown, poem chart2. Ask pupils to repeat the poem after Then passes a toad, worksheets the teacher. In a coat, Appendix 83. Distribute worksheet that has two Ha! Ha! Ha! columns: (animals and clothing). Laughs the goat,4. Ask pupils to group the words In a rowing boat, and write them in the correct Shirt for sale, column. Skirt for sale, Yells the bird, With the yellow tail. 96
    • Learning Standard:2.2.2 Able to read and understand phrases in linear and non-linear texts. ACTIVITIES CONTENT TEACHER’S NOTESJazz with me... Jazz Chant Materials Jazz chant, chart,1. Chant aloud. What a fright word cards2. Pupils read the phrases with Turn to your right the phoneme /aI/ aloud after Keep a sight Another jazz chant : the teacher. Switch on the light3. Say the words with the Keep it bright Mother bakes a cake phoneme /aI/ louder while Say good night It is a chocolate cake chanting. Say it right She puts it on a plate4. Put up Chart A She cuts a piece of5. Pupils complete the chant with Chart A cake word cards. She gives a piece to What a ____ Jade Turn to your ____ Jade takes the cake Keep a ____ To share it with Miss Switch on the ____ Kate Keep it ____ Sorry it‟s too late Say good ____ It falls into the lake Say it ____Butter Cake Song : Butter Cake Materials Song chart1. Sing the song (Happy I love to eat a butter cake Word cards; Wanderer Tune) that my mother loves to bake cake, bake,2. Teacher says aloud phrases The butter cake my mother lake, date, with the phoneme /eI/ while baked take, plate flashing the phrase cards. with a candle on the cake3. Pupils repeat after teacher. Butter cake, Phrase Cards4. Stress the phrase: Butter cake, a butter cake Butter cake a butter cake5. Paste phrase cards with ha, ha, ha, ha, ha, ha missing letters on the board. Butter cake bake a cake6. Pupils complete the phrases and the big piece is for me with letter cards of „a‟ and „e‟. a butter c_k_ b_k_ a c_k_ 97
    • ACTIVITIES CONTENT TEACHER’S NOTESIt’ s Story Time Short Story Materials1. Teacher reads the story. The night was dark. Prepare phrase cards2. Stress on the phoneme: Knight heard a bark. Prepare a Big Book /a:/, / aI / He switched on the light.3. Get pupils to repeat the He had a fright words. When he saw a duck. Draw a series of pictures.4. Read the Big Book with the pupils. What a BIG BIG duck.5. Read with correct The duck chased Knight. pronunciation and Knight went to hide. intonation. Oh what a fright.6. In groups, pupils arrange sentences to form the correct story (teacher can carry it out as a competition to make it fun.)Read Me Aloud Short Story Materials1. Teacher reads a short Once there was a king and a Teachers can prepare a big story. queen. book for the story.2. Read the phrase cards The queen did not have a shown. child. Prepare phrase cards:3. Stress on the phoneme They were very sad. /i:/ Years later, the queen had a sad king4. Get pupils to repeat. baby girl. sad queen5. Pupils read the story Everyone was happy. a beautiful queen with correct So, they held a party. a baby girl sleeps pronunciation and Then came a witch. an ugly witch intonation. She put a spell. a sad king6. Call pupils randomly. She put a curse on the baby. a sad queen Teacher gives a card to Soon, the princess fell in a a pupil (e.g: A sad king) deep, deep sleep.7. Ask the pupil to read the phrase silently and do the actions in front of the class.8. The rest of the pupils guess the phrase. 98
    • Learning Standard:2.2.3 Able to read and understand simple sentences in linear and non-linear texts. ACTIVITY CONTENT TEACHER’S NOTESRead and match Duplicate the Appendix1. Distribute worksheets to pupils. Appendix 92. Pupils read the sentences and match them to the pictures.3 . Pupils read the sentences aloud in small groups.Read and match Duplicate the Appendix1. Teacher puts up parts of sentences. Appendix 102. Pupils read the sentence parts in small groups.3. Pupils match the sentence parts.4. Pupils read the completed sentences aloud.Read and paste Materials1. Distribute a composite Sentences on the chart. picture to each pupil. composite picture2. Put up a chart 1. The ball is under the chart containing containing sentences cupboard. sentences. on the board. 2. The books are on the3. Pupils read the table. Appendix 11 sentences. 3. The doll is in the pail.4. Pupils cut out the 4. The lamp is on the objects and paste them table. on the picture.5. Pupils exchange their work and check. 99
    • Jigsaw puzzle Duplicate the Appendix1. Divide the pupils into groups of three. Appendix 12a and 12b2. Distribute a jigsaw puzzle to the groups.3. Pupils assemble the jigsaw puzzle to form a picture.4. Pupils flip over the picture and read the sentences given.Word Maze Teacher can prepare1. Pair up pupils. different sets of word maze.2. Distribute handouts containing word maze Appendix 13 to the pairs.3. Pupils find four sentences from the maze.4. Pupils colour the sentences.5. Pupils read the sentences aloud. 100
    • Learning Standard:2.2.4 Able to read and understand a paragraph of 5- 8 simple sentences. ACTIVITY CONTENT TEACHER’S NOTESGet Me Right Duplicate the Appendix1. Teacher tells the story. Appendix 142. Divide pupils into groups.3. Distribute worksheet with incomplete paragraphs and the envelope containing the sentence strips.4. Pupils complete the paragraph with the correct sentence strips.5. Pupils read the completed paragraph in groups.Read and Do Instructions: Materials1. Distribute a handout with instructions on Take an envelope. Draw envelopes making a paper two eyes. Draw a nose glue puppet. and a mouth. Colour the colour pencils2. Pupils read the face. Cut the sides of the scissors instructions. envelope. Paste them as3. Pupils follow the ears. instructions and do the paper puppet. (Option: Pupils can use the paper puppet to role play.) 101
    • ACTIVITY CONTENT TEACHER’S NOTESRead and Transfer Pupils should have prior1. Put up a chart knowledge of family tree. containing a passage about Appendix 15 Azlan‟s family.2. Distribute an empty family tree.3. Pupils read the passage and complete the family tree.Read and Sequence Duplicate the Appendix.1. Pair up the pupils.2. Give a map to each Prepare the sentence group. strips.3. Distribute a set of sentence strips to each Appendix 16 group.4. Pupils read the sentences and sequence them in a paragraph.5. Pupils read the arranged sentences aloud.Read and Play Rules:1. Divide pupils into If the pupil answers groups of four. correctly, he /she is allowed2. Distribute the board to move two steps forward. game, dice and tokens. If he / she fails , the pupil3. Explain the rules. has to move a step4. Pupils read and play the backward. board game. Appendix 17 102
    • Learning Standards:2.2.4 Able to read and understand a paragraph of 5-8 simple sentences.2.2.5 Able to apply basic dictionary skills using picture dictionaries. ACTIVITY CONTENT TEACHER’S NOTEPeeping Mouse Appendix 18 and 19 A Mouse Tale Prepare a mouse hole.1. Show action of peeping Use a cardboard or through a mouse hole From the mouse hole I peep hardboard. and name the objects out, seen in the classroom. To see if Kitty is about.2. Show picture cards and I see Kitty sitting on a seat, and ask questions about I see Kitty eating a piece of it. meat. 2. Prepare picture3. Put up the chart. Read the I eat the cheese, cards. sentences describing the And then I sneeze. - a cat on a chair pictures. Kitty hears the sound, eating a piece of4. Drill the keywords. And she turns around. meat.5. Distribute worksheets. From the mouse hole I can - a mouse eating a6. Pupils read the sentences. see, piece of cheese Kitty looking at me. - a mouse sneezes - a cat on a chair turning its head - a cat looking at the mouse. 103
    • Learning Standards:2.3.1 Able to read simple texts with guidance: a) fiction b) non-fiction2.2.5 Able to apply basic dictionary skills using picture dictionaries ACTIVITY CONTENT TEACHER’S NOTEFix Me Right Materials1. Put up the chart. Read the Worksheet – Appendix text. This is a mango tree. 202. Distribute worksheets. It is a big tree. Pupils work in groups to It has a trunk and long roots. Prepare cut-outs complete the worksheet. It has big branches with many parts of a tree as in3. Teacher reads the text leaves. Appendix 21 line by line. Pupils pick The leaves are green. and paste the cut -outs on It has a lot of fruits. the board They are mangoes.4. Teacher reads and pupils They are sweet. follow.5. Pupils read aloud in groups and individually.Hibiscus and Roses Materials1. Show pictures or real What is this? Pictures – Appendix flowers –(roses and This is a red hibiscus. 22 hibiscus) and ask It is our national flower. Worksheet – Appendix questions about them. It has five petals. 232. Read the text and pupils The petals are big. repeat.3. Distribute worksheets. What are these? Pupils work in groups to These are roses. complete the worksheets. Roses are beautiful Pupils need to use The leaves are small. dictionaries to help them They have thorns. arrange the words alphabetically.4. Pupils read the text. 104
    • Learning Standard:2.3.1 Able to read simple texts with guidance : a) fiction b) non-fiction ACTIVITY CONTENT TEACHER’S NOTESSeek and Circle Groups: Teacher helps with their1. Pupils get into 4 groups January – March birth months, maybe according to their birthdays. April – June refer to the Pupils‟2. They are given word cards of July – September Attendance Register. words from the story “Sleeping October – December Beauty”.3. Pupils put the word cards into Word cards : Teacher must prepare the labeled boxes/baskets. queen, there, sleeping, the word cards based on4. Teacher calls out pupils at beauty, girl, everyone, the story in the CD. random and asks them to fairy, etc. check and see if the pupils have sorted out the cards Boxes labelled with the Teacher can prepare correctly. graphemes : small boxes or even little5. Then, pupils read out the ee, ea, ir, e-e, o-e, etc. baskets with the labels. words.6. Teacher screens the story of “Sleeping Beauty”. Pupils read aloud together with the CD / teacher. Source : English Year Teacher prepares7. Teacher distributes the task 2 (SK) Teaching laptop, LCD & screen. sheets. Courseware CD 48. Pupils work in four groups. Lesson 74 (e-Book). Pupils read the text and circle the words that have the Graphemes : Teacher prepares task phonemes learnt. ee, ea, ai, e-e, o-e, etc. sheets for the pupils as in Appendix 24. 105
    • Story Comes Alive Teacher prepares the1. Pupils are divided into groups four jigsaw puzzles, cuts of sports houses, e.g. : red, them according to the blue, yellow and green. lines and puts them into2. Teacher distributes envelopes four envelopes. – with cut out pieces of pictures Pictures from “Sleeping Appendix 25 from “Sleeping Beauty”. Beauty”3. Pupils have to assemble the Teacher prepares jigsaw puzzle and talk about Source : English Year laptop, LCD & screen. the picture. 2 (SK) Teaching4. Screen the story and the pupils Courseware CD 4 Teacher prompts the read aloud together with the Lesson 74 (e-Book). pupils with simple CD / teacher. questions.5. Then, pupils talk about the Eg : Name the people main characters in the story. in the story.Let’s Go Round & Round1. Teacher screens the song “The Wheels On the Bus”. Source : English Year Teacher prepares2. Pupils sing along together. 2 (SJK) Teaching laptop, LCD & screen.3. Teacher screens the reading Courseware CD 1 lesson of “Going Places”. Lesson 4.4. Pupils read together with the CD / teacher. Source : English Year5. Teacher asks pupils to read 2 (SK) Teaching Teacher stresses on the the text aloud. Courseware CD 4 words learnt.6. Divide pupils into four groups Lesson 78 (e-Book). according to vehicles such as Teacher corrects the bicycle, car, motorcycle, lorry, Word list : pupils‟ pronunciation. bus, train, aeroplane etc. bicycle, motorcycle,7. Pupils act out the vehicles with car, lorry, bus, train, sound effects. aeroplane 106
    • Appendix 1107
    • Appendix 2108
    • Appendix 3Jumping Over PuddlesCreate puddles across the classroom floor. Each puddle features a grapheme. Pupils say thephonemes as they jump on it. bird 109
    • Appendix 4Wall WordsPut up the grapheme cards on the wall. Teacher says a word. Pupils say the phonemes, takeout the grapheme cards one at the time while saying it aloud. d l o i ph n 110
    • Appendix 5Read the word and trace it to the picture. boat coat road float goat toadTeacher can also choose to make this a matching activity (i.e. dotted lines) 111
    • Appendix 6Listen and circle the correct word.1. chew screw crew2. few new drew3. screw flew blew4. flew drew chew5. grew crew blew6. crew chew flew 112
    • Appendix 7113
    • Appendix 8Crazy Poems Animals Clothing 1144
    • Appendix 9115
    • Appendix 10My father works a long neck.They like a kind man.A giraffe has in a hospital.The doctor is to catch fish.*Teachers are free to construct own sentences. 116
    • Appendix 11117
    • Appendix 12a APPENDIX IVb118
    • Appendix 12b1. Ali went for a picnic.2. He went there with his family.3. He ate sandwiches and noodles.4. He also fed the ducks. 119
    • Appendix 13c k t y m s v x p o h d r f j g u s i t o n t h e c h a i r l b zg w n f j p m a g a m e sa b o o k i n t h e b a g t q o e u e r u n y at h e r e i s a m a n g o o kk s m a k e g z k f s y u ea g n h e h a s a s i s t e rm r e q j d v n h e w a l k t o t h e g a t e ia o i v f a n h d k u c x m 120
    • Appendix 14GET ME RIGHT A lion and a mouse lived in the jungle. Then the lion let it go. A lion and a mouse lived in the jungle They became a good friends.Sentence strip One day, the lion caught the mouse. The mouse asked the lion to let it go. One day, a hunter caught the lion. The mouse saved the lion. 121
    • Appendix 15 Azlan’s Family Tree Azlan Azlan is my best friend. There are seven people in his family. His fatheris Encik Ramli. Puan Siti is his mother. His grandfather‟s name is Encik Karim.His grandmother‟s name is Puan Minah. He has a brother. His name is Halim.His sister‟s name is Timah. 122
    • Appendix 16 RIVER BRIDGE Lorong Sihat123
    • Appendix 17124
    • A MOUSE TALE Appendix 18Chart From the mousehole I peep out, To see if Kitty is about. I see Kitty sitting on a seat, I see Kitty eating a piece of meat. I eat the cheese, And then I sneeze. Kitty hears the sound, And she turns around. From the mousehole I can see, Kitty looking at me.Pictures ` 125
    • Appendix 19A. Find the word that comes first in the dictionary. Circle it.1. peep see cheese2. meat turns seat3. sneeze peep seeB. Find the word that comes last in the dictionary. Circle it.1. peep see cheese2. meat turns seat3. sneeze peep see 126
    • Appendix 20Find these words in your dictionary and write down what page they are in.1. trunk ______________2. root ______________3. branch ____________4. leave ______________5 mangoes ____________„ 127
    • Appendix 21128
    • Appendix 22What is this?This is a red hibiscus.It is our national flower.It has five petals.The petals are big.What are these?These are roses.Roses are beautiful.The leaves are small.They have thorns. 129
    • Appendix 23 A. Use your dictionary to help Kitty arrange the words alphabetically. 1. rose _____________________ beautiful _____________________ leaf _____________________ small _____________________ 2. hibiscus _____________________ petal _____________________ big _____________________ flower _____________________B. Give suitable answers to the questions below.1. What page does the „ b‟ section start in your dictionary? Page _________2. Which word comes first, „ big‟ or „beautiful‟? ________________3. Give the meaning of the words below : small ____________ beautiful ___________ 130
    • Appendix 24Work in groups.Read the text. Circle words with the phonemes that you have learnt. One day, the princess saw A hundred years went by. a door. She opened the door. She Roses covered the palace. One saw a woman. The woman was day, a prince came riding by. The the old fairy. But the princess did prince went into the palace. He not know that. saw the princess. The princess hurt her finger. Once, there lived a king and She cried out and fell. The old fairy a queen. The queen did not have a laughed and went away. The child. They were very sad. Many people found the princess. They years went by. Then, the queen carried her to her room. had a baby. It was a girl! Everyone was happy. 131
    • Appendix 25132
    • 133
    • 134
    • 135
    • THE WRITING SKILL Pupils learnt penmanship and started basic writing in Year 1. Therefore, by Year 2, it is hoped that they would have developed good motor skills and other pre writing skills such as penmanship. Year 2 pupils are now expected to write neatly and legibly words, phrases, simple sentences as well as punctuate correctly. With guidance from the teacher, pupils would be able to write and present their ideas through a variety of media. The Writing Content and Learning Standards for Year 2 are as follows: Content Standards Learning Standards3.1 By the end of the 6-year 3.1.1 Able to write in neat legible print: primary schooling, pupils will be a) words able to form letters and words b) phrases in neat legible print including c) simple sentences cursive writing. 3.1.2 Able to write numerals in neat legible print: a) numeral form b) word form3.2 By the end of the 6 year 3.2.1. Able to complete with guidance: primary schooling, pupils will be able to write using appropriate a) simple messages language, form and style for a b) posters range of purposes. 3.2.2 Able to write simple sentences with guidance. 3.2.3 Able to punctuate correctly: a) capital letters b) full stop c) question mark 3.2.4 Able to spell common sight words.3.3. By the end of the 6-year 3.3.1 Able to create simple non-linear texts using a variety primary schooling, pupils will of media with guidance : be able to write and present ideas through a variety of a) posters media using appropriate b) signs language, form and style. Although most of the learning standards have been dealt with in this module, teachers are encouraged to plan lessons and activities on their own and incorporate them into their lessons. The activities provided here are merely suggested ones. Teachers are encouraged to think `outside the box‟, be creative and innovative when devising lessons. 137
    • Learning Standard:3.1.1 Able to write in neat legible print: a) phrases b) simple sentences ACTIVITY CONTENT TEACHER’S NOTESTHINGS IN MY PENCIL Things in my pencil case: Prepare:CASE - a pencil related pictures / realia - a sharpener1. Prepare a treasure box - a ruler with objects in it. - an eraser - a pair of scissors2. Divide pupils into - a bottle of glue groups.3. Pupils from each group take turns to pick an object from the box and show it to the class.4. The other group members write the name of the object shown on a piece of paper in their respective groups.5. The group with the highest score is declared the winner. 138
    • ACTIVITY CONTENT TEACHER’S NOTESKIM’S GAME Things in the classroom: Note: May use other suitable1. Put up a covered chart of realia. colourful things on the board.2. Distribute a worksheet each.3. Take out the cover of the chart.4. Give pupils sufficient time to look at the chart.5. Once again cover the chart.6. Pupils complete the given worksheet. Sample worksheet a _____ _________ a _____ _________ a _____ _________ ___ _____ _________ ___ _____ _________ e.g. a red bag 139
    • ACTIVITY CONTENT TEACHER’S NOTESWHAT HAVE YOU? Suggested Song Note: (Tune of : Are You Pupils to substitute1. Distribute a few objects Sleeping?) underlined words to the pupils. Teacher sings:2. Sing the song “What have you?” I have a pencil, I have a pencil,3. Pupil 1 sings the answer What do you have? and tags his/her friend to What do you have? continue. Pupils sing:4. Pupils complete I have a ruler, worksheet. I have a ruler, What do you have? What do you have? Sample worksheet: Complete the text. 1. I have a pencil, I have _____ ________. 2. I have a ruler, I _____ __ ______. 3. I have ___ _______, I _____ ____ _______ 140
    • ACTIVITY CONTENT TEACHER’S NOTESHOW AM I DIFFERENT? Note: May use other occupations Samad1. Pupils talk about their parents‟ occupations. policeman wears a blue uniform2. Put up pictures of police station occupations. patrol car3. Pupils identify the 1. Samad is a __________ occupations displayed. 2. He ________ 3. He works in the ___________4. Pupils complete 4. He drives a __________ worksheet. _____ Farid fireman wears a helmet and boots a fire engine fire station 1. Farid is a __________ 2. He ________ 3. He drives ___________ 4. He works at the ________________. 141
    • ACTIVITY CONTENT TEACHER’S NOTESCHOOSE AND Sample picture:COMPLETE1. Put up a composite picture and talk about it.2. Put up an incomplete text based on the picture shown.3. Show an incomplete text based on the picture Based on the picture, shown. complete the text below.4. Pupils complete the text. Ali and Ah Meng are good friends . Today they are at the playground. It is a hot day. They are playing swing. 142
    • Learning Standard: 3.1.2 Able to write numerals in neat legible print: a) numeral forms b) word forms ACTIVITY CONTENT TEACHER’S NOTESA VISIT TO UNCLE BOB’S Note:FARM May use other pictures and numbers1. Put up animal picture cards around the class.2. Give out worksheets to pupils.3. Pupils walk around to count the number of animals in each picture to complete their worksheets.4. Pupils write down the numbers in numerals and word forms. Sample worksheet:5. The first pupil to complete and get them e.g. correct is declared the winner. 2 two cats 2 _____ rabbits 6 _____ goats 4 143
    • Learning Standard:3.1.1 Able to write numerals in neat legible print: a) word form ACTIVITY CONTENT TEACHER’S NOTESBREAK THE CODE Picture cards. Example:1. Paste picture cards on the board.2. Pupils name the pictures.3. Write the first letter for each picture. f o u r ___ ___ ___ ___4. Pupils break the code and the numerals are spelt. Sample worksheet:5. Give worksheets to pupils.6. Pupils break the code. * * * * * * ___ ___ ___ ___ ___ __ * * * * * * ___ ___ __ ___ ___ ___ 144
    • ACTIVITY CONTENT TEACHER’S NOTESTHE CHOO CHOO TRAIN Sample: Prepare word cards to form1. Divide pupils into groups. sentences. Given numeral:2. Give each group 5 Choo Choo train wagon-shaped cards with words written on them. six3. Pupils construct a Sample sentence: sentence, placing each word in a wagon to form Susan has six blue shirts. a „choochoo train‟.4. The fastest group is declared the winner.5. After that, all pupils are asked to write down the five sentences that have been constructed by the groups. 145
    • ACTIVITY CONTENT TEACHER’S NOTESTHE STORY WRITER Example: Prepare:1. Divide pupils into Picture puzzle picture puzzles groups.2. Give each group a picture puzzle.3. The group members assemble the picture and paste it on a card.4. Pupils write simple sentences to describe the picture. Puzzle picture: A farm 1. This is Pak Dollah‟s farm. 2. There are eight chickens on his farm. 3. There are ten cows under a tree. 146
    • Learning Standard:3.1.1 Able to write numerals in neat legible print: a) numeral form b) word form ACTIVITY CONTENT TEACHER’S NOTESFIND ME IF YOU CAN1. Read the sentences. The python is hiding in Uncle Bob‟s farm. Break the code and2. Pupils solve the find what he did. puzzle by decoding the numbers that represent the letters of the alphabet.3. The first pupil to decode the sentence is declared the winner. 20 8 5 6 1 20 16 25 20 8 15 14 The answer: The fat python ate five ducks 1 20 5 6 9 22 5 and two goats. 4 21 3 11 19 1 14 4 20 23 15 7 15 1 20 19 147
    • Learning Standard:3.2.1 Able to complete with guidance: a) simple messages ACTIVITY CONTENT TEACHER’S NOTESDEAR MAMA Example:1. Divide pupils into Teacher can have groups. Sample A variations for: - buy things from canteen2. Give 3 variations of the - buy stationery from Dear mama, same message to the bookshop groups. Please buy me a _____ ____ of orange juice, a3. Read the message to _____ of chocolate, a the pupils. _______ of sweets, a ________ of biscuits4. Pupils complete the and ______ apples. I given message. need these for my camp next week.5. Group leaders read out the completed message. Thank you. Jet Li Sample B Dear mama, Please buy me a bottle of ____________, a bar of ________, a packet of _________, a tin of ___________, and ____________ apples. I need these for my camp next week. Thank you. Jet Li 148
    • Sample C Dear mama, Please buy me a bottle of _______, a_______ of chocolate, a packet of _________, a________ of biscuits and ______ ______. I need these for my camp next week. Thank you. Jet Li. 149
    • Learning Standard:3.2.1 Able to complete with guidance: a) posters ACTIVITY CONTENT TEACHER’S NOTESFRUITS1. Put up information of three different fruits. Papaya2. Each pupil draws a RM 2.00 each poster of one fruit Orange using the information given. Watermelon RM8.00 each Green Mango RM 2.50 each Yellow Sample poster: Name: _____ Price: _____ Colour: _____ 150
    • Learning Standard:3.2.1 Able to complete with guidance: a) posters ACTIVITY CONTENT TEACHER’S NOTESPET FOR SALE Word cards with: RM30.00 - name of animals1. Divide pupils into - price groups and distribute - colour word cards. - food - home2. Distribute posters of 3 animals and a Poster (Appendix 1) comparison table.3. Pupils complete the RM10.00 table using word cards.4. Pupils complete a worksheet. RM20.00 151
    • Sample worksheet: Dear Mummy, May I please have a __________ for a pet? It costs only RM ___________. It is __________. I can feed it ______________. We also need a _____________ for it. Please? Jacky 152
    • Learning Standard:3.2.2 Able to write simple sentences with guidance: ACTIVITY CONTENT TEACHER’S NOTESGLORIOUS FOOD Fill in the blanks.1. Pupils talk about the food 1. I like to eat ______ they like. because ________.2. Distribute worksheets 2. You like to eat _____ for pupils to complete. because ________.3. Pupils name the food 3. ________ likes to eat they like and state why ________ because they like it in sentences. ________.4. Pupils complete 4. ________ likes to eat worksheet. ________ because ________. 153
    • ACTIVITY CONTENT TEACHER’S NOTESWHAT ARE Example: Rita‟s time tableYOU DOING?1. Put up Mon Tue Wed Thur Fri Rita‟s time 8.00- School school school school school 12.30 table. 12.30- Bathe Bathe & Bathe Bathe Bathe & 2.00 & lunch lunch & lunch & lunch lunch 2.00- Piano English Art Nap TV hour2. Pupils talk 3.30 class tuition class hour about 3.30- Math French Nap Video Nap hour Rita‟s 5.00 tuition class hour game hour daily 5.00- Jogging Swimming Jogging Jogging Swimming activities 7.00 based 7.00- Dinner Dinner Dinner Dinner Dinner 8.30 on the time 8.30- Study Study Study Study Study table. 10.00 hour hour hour hour hour 10.00 zzz…sleeping time….zzz……3. Pupils complete the worksheet. On Monday, Rita has her piano lesson. On Tuesday, Rita ___ __________________. On Wednesday, ____ _________________. On ______________ _________________ On ______________ _________________ On _____________ _________________ 154
    • Learning Standards:3.2.2 Able to write simple sentences with guidance.3.2.4 Able to spell common sight words. ACTIVITY CONTENT TEACHER’S NOTESWRITE AND DRAW1. Read out the Sample worksheet: sentences.2. Pupils listen and write out sentences read.3. Pupils draw pictures based on what they have written. 1 I have a round face. 2 I have a big nose. 3 I have two small eyes. 4 I have a big mouth. 155
    • Learning Standards:3.2.3 Able to punctuate correctly: a) capital letters b) full stop3.2.4 Able to spell common sight words. ACTIVITY CONTENT TEACHER’S NOTESWHAT’S WRONG? Sample text:1. Display a text and read it out.2. Display a similar text with missing or incorrect punctuation and spelling errors.3. Pupils identify missing or incorrect punctuation and spelling errors.4. Pupils rewrite text with correct punctuation and spelling. Sample worksheet: Wrong Correct spelling spelling prety pretty Rewrite the story ____________________ ____________________ ____________________ ____________________ ____________________ 156
    • ACTIVITY CONTENT TEACHER’S NOTESWHAT ARE THESE? Sample worksheet: Prepare: word cards1. Display pictures of Label the pictures. - apple fruits. Then, complete the - sweet sentence based on - grapes2. Place word cards each picture. - juicy below each picture.3. Pupils construct simple sentences with correct punctuation using the word cards. __________________ This is an apple. It is sweet. ____________ These are grapes. They are juicy. 157
    • Learning Standards:3.2.2 Able to write simple sentences with guidance.3.2.4 Able to spell common sight words. ACTIVITY CONTENT TEACHER’S NOTESCREATE NEW WORDS Example:1. Put up the word ‘refrigerator’. Refrigerator2. Divide pupils into groups.3. Pupils create new words go rat from the given word.4. Pupils make simple sentences based on the to new words they have get created. Sample sentences: 1 I see a rat. 2 I walk to school. 3 I go to the market. 4 Please get me the book. 158
    • Learning Standard:3.2.2 Able to write simple sentences with guidance. ACTIVITY CONTENT TEACHER’S NOTESLIKES AND DISLIKES1. Display pictures of hobbies.2. Ask pupils what they like to do.3. Pupils state what they like and dislike doing.4. Distribute worksheets to pupils. Example: I like cycling. I dislike playing football. Sample worksheet: Tick (√) or (×) and make sentences. ( √ ) ( X ) I like I dislike cycling. playing football. 159
    • Learning Standard:3.3.1 Able to create simple non-linear texts using a variety of media with guidance: a) posters ACTIVITY CONTENT TEACHER’S NOTESLOST KITTEN Sample worksheet:1. Tell a story.2. Distribute worksheet.3. Pupils create a lost and Name: ____________ found poster. Type: _______4. Repeat story if Colour of fur: ________ necessary. Colour of eyes: ______ Tail: ___________ Owner: ____________ Contact number: _____ Sample story: “ 160
    • ACTIVITY CONTENT TEACHER’S NOTESTHE TOTEM SAMPLE : SPORTS DAY Date:1. Talk about an event in Time school. Place:2. Divide pupils into groups.3. Pupils create a poster for an event in their school.4. Provide information to SPORTS DAY be included. SK SRI UTAMA DATE: _____ TIME : _____ PLACE: _______________ 161
    • Learning Standard:3.3.1 Able to create simple non-linear texts using a variety of media with guidance: a) signs ACTIVITY CONTENT TEACHER’S NOTESDRAW ME1. Display signs that pupils Suggested instructions: can see in the school. Keep quiet!2. Write simple Do not litter! instructions on the Do not step on the grass! board.3. Pupils draw signs for the instructions with guidance. Keep quiet! 162
    • Learning Standard:3.3.1 Able to create simple non-linear texts using a variety of media with guidance: a) posters ACTIVITY CONTENT TEACHER’S NOTESPOSTER or Sample poster:ADVERTISEMENT Food in the1. Take pupils to the school canteen. canteen2. Talk about food sold at the canteen.3. Pupils create a poster to show food sold in the canteen and label them. 163
    • Learning Standard:3.3.1 Able to create simple non-linear texts using a variety of media with guidance: a) posters b) signs ACTIVITY CONTENT TEACHER’S NOTESROAD SAFETY MATCHING ROAD SIGNS1. Talk about road safety.2. Place picture cards of road signs around the classroom.3. Distribute worksheets.4. Pupils draw road signs and colour them. 164
    • Appendix 1165
    • LANGUAGE ARTSLanguage Arts is a new component designed to create appreciation and enjoymentamongst pupils as they learn language. This experience should be fun filled andused as a means to create confidence in pupils to use the language withoutinhibitions. As such, learning standards have been designed for pupils to achieve theabove mentioned goals. Following are the learning standards for language arts forYear Two: CONTENT STANDARDS LEARNING STANDARDS4.1 By the end of the 6- 4.1.1 Able to enjoy action songs and jazz chants year primary schooling, through non-verbal response. pupils will be able to enjoy and appreciate 4.1.2 Able to sing action songs and recite jazz rhymes, poems and chants with correct pronunciation, rhythm songs through and intonation. performance.4.2 By the end of the 6- 4.2.1 Able to respond to: year primary schooling, pupils will be able to express personal a. book covers response to literary b. pictures in books texts. c. characters with guidance.4.3. By the end of the 6- 4.3.1 Able to produce simple creative works year primary with guidance based schooling, on: pupils will be able to a) action songs plan, organize and b) jazz chants produce creative works c) stories for enjoyment. 4.3.2 Able to take part with guidance in a performance based on: a) action songs b) jazz chants c) storiesAs this is a new component, activities for all learning standards have been covered inthis section. However, teachers are encouraged to use their own creative ideas toconduct lessons in the classroom as well. 167
    • LEARNING STANDARD:4.1.1 Able to listen to and enjoy action songs and jazz chants through non-verbal response ACTIVITY CONTENT TEACHER’S NOTESStuck! Suggested Action Song: Suggested actions:Pupils do actions Here We Go Round Theaccording to the lyrics Mulberry Bush Here we go round thewhile standing in a spot. Here we go round the mulberry bush mulberry bush [clap your hands in a1. Pupils stand in a spot The mulberry bush [2x] circular motion] and do the required Here we go round the actions as mulberry bush We wash our face demonstrated by the So early in the morning [action of washing face teacher. with both hands] This is the way we wash our face We brush our teeth Wash our face [2x] [action of brushing teeth] This is the way we wash our face We have our bath So early in the morning [action of having a bath] This is the way we brush We comb our hair our teeth [action of combing hair] Brush our teeth [2x] This is the way we brush our teeth So early in the morning This is the way we have our bath Have our bath [2x] This is the way we have our bath So early in the morning This is the way we comb our hair Comb our hair [2x] This is the way we comb our hair So early in the morning 168
    • ACTIVITY CONTENT TEACHER’S NOTESHooked! Suggested Jazz Chant: Prepare oranges or anyPupils do actions Orange Shake other suitable fruits toaccording to the words match the jazz chantwhile standing in a spot. Shake an orange, shake an orange Suggested actions:1. Pupils stand in a spot Shake, shake an orange, and do the required Shake. Shake an orange actions as [clenched fist in a shaking demonstrated by the Peel an orange, peel an motion] teacher. orange Peel, peel an orange, Peel an orange Peel. [action of peeling the skin of an orange] Slice an orange, slice an orange, Slice an orange Slice, slice an orange, [action of slicing an Slice. orange] Chop an orange, chop an Chop an orange orange, [action of chopping an Chop, chop an orange, orange] Chop. Eat an orange Eat an orange, eat an [action of eating an orange, orange] Eat, eat an orange, Eat. Recorded song.Let’s move! Suggested Action Song:Pupils do actions Here We Go Round The Suggested actions:according to the lyrics Mulberry Bush Here we go round thewhile moving around in mulberry bushgroups. [clap your hands in a circular motion]1. Pupils do the required actions as We wash our face demonstrated by the [action of washing face teacher while moving with both hands] around in tempo. We brush our teeth [action of brushing teeth] We have our bath [action of having a bath] We comb our hair [action of combing hair] 169
    • ACTIVITY CONTENT TEACHER’S NOTESLets Jazz! Suggested Jazz Chant: Recorded song.Pupils do actions Orange Shakeaccording to the words Prepare oranges or anywhile moving around. other suitable fruits to match the jazz chant1. Pupils do the required actions as Suggested actions: demonstrated by the teacher while moving Shake an orange around in tempo. [clenched fist in a shaking motion] Peel an orange [action of peeling the skin of an orange] Slice an orange [action of slicing an orange] Chop an orange [action of chopping an orange] Eat an orange [action of eating an orange]Let’s Line Dance! Suggested Action Song: Recorded song.Pupils line dance while Here We Go Round Thelistening to the song. Mulberry Bush Suggested dance steps:1. Pupils stand in lines. 1. Step right, step right, clap2. Teacher teaches basic 2. Step left, step left, clap dance steps. 3. Step forward, step forward, clap3. Pupils learn and dance. 4. Step back, step back, clap Teachers may use other suitable songs and steps. 170
    • LEARNING STANDARD:4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.ACTIVITY CONTENT TEACHER’S NOTESLet’s Cheer Suggested Action Song: Lyrics and phrase cards.Pupils sing the action song Here We Go Round Thewith correct pronunciation Mulberry Bush Phrase cardsand tempo. Here we go round the wash our face1. Teacher sings action mulberry bush song with correct The mulberry bush [2x] pronunciation and Here we go round the brush our teeth tempo using phrase mulberry bush cards to show actions. So early in the morning have our bath2. Pupils listen and sing This is the way we wash with correct our face pronunciation. Wash our face [2x] comb our hair This is the way we wash3. Divide class into two our face groups. One group So early in the morning shows a phrase card Suggestion: and the other group This is the way we brush does action while our teeth Use other songs for singing. Brush our teeth [2x] variation: This is the way we brush our teeth e.g: So early in the morning “If you‟re happy...” This is the way we have our bath “Old McDonald...” Have our bath [2x] This is the way we have “Hokey Pokey...” our bath So early in the morning This is the way we comb our hair Comb our hair [2x] This is the way we comb our hair So early in the morning 171
    • ACTIVITY CONTENT TEACHER’S NOTESLet’s Chant Suggested Jazz Chant: Prepare lyrics and phrasePupils recite jazz chants Orange Shake cards.with correct pronunciationand tempo. Shake an orange, shake Phrase cards an orange1. Teacher recites jazz Shake, shake an orange, peel an orange chant with correct Shake. pronunciation and tempo. Peel an orange, peel an slice an orange orange2. Pupils listen and recite Peel, peel an orange, with correct Peel. chop an orange pronunciation. Slice an orange, slice an eat an orange orange, Slice, slice an orange, Slice. Chop an orange, chop an Use other fruits suitable orange, for this chant. Chop, chop an orange, Chop. Eat an orange, eat an orange, Eat, eat an orange, Eat.Lyric Tag Suggested Action Song: An object that the pupilsA pupil tags a friend to Here We Go Round The can use to tag a friend –continue his or her Mulberry Bush e.g. bean bag, toyrecitation of the lyrics or hammer.words of an action song or Suggested Jazz Chant:jazz chant. Orange Shake Use other suitable songs1. Divide pupils into or jazz chant. groups.2. Pupil 1 recite line 1 of the action song or jazz chant learnt.2. Then, pupil 1 tags pupil 2 to recite line 2 of the same action song or jazz chant learnt. 172
    • ACTIVITY CONTENT TEACHER’S NOTESEcho Wall Suggested Jazz Chant: Use other suitable jazzPupils listen and repeat Orange Shake chants if necessary.the lines of the jazz chantin an echo form.1. Divide pupils into groups.2. Teacher recites the first line and points to a group at random to echo what has been said.3. Pupils repeat the activity in their groups to complete the chant.`Boria’ One Malaysia Lyrics of the song.Pupils sing the song with Tune of: Malaysia Barucorrect pronunciation. Use any other suitable We are friends, we live in songs or performance1. Teacher sings the song harmony styles. line by line and the Everyone from villages pupils follow. and cities We are one big happy2. Teacher incorporates family actions while singing. Malaysia, our beautiful [boria style] country. Together, we are one Malaysia Together, we make better tomorrow Together, we are a great nation Tell the world we are proud to be Malaysians. 173
    • LEARNING STANDARD:4.2.1 Able to respond to: (b) pictures in books (c) characters with guidance. ACTIVITY CONTENT TEACHER’S NOTESTotal Recall Suggested fairy tale: Picture cues.Pupils talk about a story Cinderella Appendix 1with the help of picturecues. Pictures taken from http://www.coloriez.com1. Put up picture cues. Teacher may use other2. Tell the story to the suitable fairy tales pupils. Teacher may use3. Teacher jumbles up the recording of story pictures.4. Pupils rearrange pictures according to the story.5. Pupils talk about story with guidance.Pick Me! Suggested fairy tale: Figurines of characters:Pupils talk about a chosen Cinderella Appendix 2Icharacter.1. Pupil picks out the 1. Cinderella figurine of a character 2. Fairy Godmother from the fairy tale. 3. Prince 4. Stepmother2. Pupil talks about that 5. Stepsisters character with 6. Mice guidance.I Am….. Suggested fairy tale: Props :Pupils role play characters Cinderellafrom the fairy tale. 1. a wand1. Pupils pick a prop 2. a mask related to a character from the fairy tale. 3. a crown 4. a shoe2. Pupils role play that character. 5. a cane 174
    • ACTIVITY CONTENT TEACHER’S NOTESBubble Up Suggested fairy tale: Bubble chart for the Cinderella characters from the fairyPupils draw a bubble chart tale.based on a character from Example of personalitya fairy tale. traits: Appendix 4 Cinderella1. Pupils pick a character - pretty from a fairy tale. - hardworking - obedient2. Pupils discuss the - kind character‟s personality traits with their group Stepmother members. - mean - cruel3. Pupils then fill the - lazy bubble around the - bad character with the character‟s personality traits.May I Know? Suggested fairy tale: Sample of interviewPupils interview a Cinderella questionscharacter from a fairy tale. Appendix 3a1. Pupils are paired. Appendix 3b2. Pupil 1 is the reporter Pupils may reverse roles. and pupil 2 is the chosen character. Make use of any characters from the fairy3. The „reporter‟ will tale interview the „character‟ with guidance 175
    • LEARNING STANDARD:4.3.1 Able to produce simple creative works with guidance based on: a. action songs b. jazz chants c. fairy tales ACTIVITY CONTENT TEACHER’S NOTESPaper Dolls Suggested fairy tale: Figurines and stationery.Pupils create costumes for Cinderellathe characters from the Puteri Gunung Ledang Appendix 2fairy tale. Puteri Santubong1. Pupils are given the figurines of the characters from the fairy tale.2. Pupils create costumes and props for the characters.3. Pupils dress up the figurines.My Creation Any fairy tale. Manila cards, coloured pencils and scissors.Pupils create their ownbook cover for a fairy tale.1.Pupils choose a fairy tale and create the book cover for it.My Little Friends Characters from the fairy Suggested materials to be tale “Cinderella”: used for making puppets.Pupils make puppets ofthe characters found in the Stepmother Examples:fairy tale, jazz chant or Stepsisteraction song. Prince ice cream sticks Cinderella cotton wool1. Divide the pupils into Mice glue groups. stockings gloves2. Pupils are given paper bags materials to make the buttons puppets. egg shells 176
    • ACTIVITY CONTENT TEACHER’S NOTESLet’s Party Sample invitation card.Pupils create an invitationcard to a party. Appendix 51. Pupils are shown a May use ICT to prepare sample of an invitation cards. card to a party.2. Pupils create their own invitation card.My Fairy Tale Car Sample of the carriage Pumpkin template.Pupils create their own from Cinderella.version of a carriage made Appendix 6out of a pumpkin. Remind pupils to bring1. Pupils are given a their own props pumpkin template. Display other samples of2. They design their own carriages. carriage using the template.3. They exhibit their carriage in the classroom.My Desk Mat Sample characters/ Materials for the desk mat: objects from a fairy tale: - drawing paper orPupils are required to manila cardcreate their own desk mat Cinderella - coloured pencilsbased on the characters or carriage - crayonsprops from a fairy tale or pumpkin - gluejazz chant or action song. glass slippers - scissors prince - stickers1. Pupils choose a - coloured paper character or prop from a fairy tale or jazz Use other techniques to chant or action song. create desk mat.2. They create a desk mat based on the character object chosen. 177
    • LEARNING STANDARD:4.3.2 Able to take part with guidance in a performance based on: a. action songs b. jazz chants c. fairy tales ACTIVITY CONTENT TEACHER’S NOTESReader’s Theatre Sample dialogue for Dialogue for Reader‟s Reader‟s Theatre TheatrePupils perform a fairy talewith expression. Appendix 71. Pupils are given the Teacher may use other dialogue of a fairy tale. suitable dialogue2. Pupils are divided into groups and assigned a role each.3. Pupils perform the fairy tale orally according to the role assigned to them.Puppet show Sample dialogue for the Dialogue for the puppet puppet show show. ( Appendix 7)Pupils stage a 1. Pupils are dividedperformance using the into two groups:puppets that they have a. Puppeteercreated. b. Dialogue reader1. Pupils are given the 2. Arrange pupils in dialogue for the puppet choir formation show. facing the audience.2. Read through script 3. Each pupil holds a with pupils. copy of the dialogue.3. Pupils are trained for 4. Pupils read their their presentation. parts according to their assigned4. Pupils perform the characters. puppet show. 5. The puppeteer manipulates the puppets according to the dialogue. 178
    • ACTIVITY CONTENT TEACHER’S NOTESOde to Cinderella Sample Jazz Chant Lyrics for the jazz chant.Pupils perform the jazzchant given. Appendix 81. Divide pupils into Use other suitable fairy groups. tales if need be.2. Display the jazz chant.3. Pupils read aloud.4. Pupils are trained for the performance.5. Pupils perform the jazz chant.Let’s Put Up A Show Sample Action Song: Lyrics of the action songPupils perform action “Here We Go Round The or other suitable actionsongs in groups. Mulberry Bush” songs1. Pupils are divided into groups.2. Pupils practice for the performance.3. Pupils perform the song with their own actions.Pantomime Sample action song: Action song or jazz chantPupils perform a “Here We Go Round Thepantomime of an action Mulberry Bush” Use other suitable actionsong or jazz chant. songs or jazz chants Sample jazz chant:1. Pupils are divided into Orange Shake two groups.2. Group 1 reads the action song or jazz chant aloud.3. Group 2 mimes the corresponding actions. 179
    • Appendix 1180
    • 181
    • 182
    • 183
    • 184
    • 185
    • 186
    • 187
    • 188
    • 189
    • 190
    • 191
    • 192
    • 193
    • 194
    • 195
    • 196
    • Appendix 2197
    • 198
    • 199
    • 200
    • 201
    • Appendix 3202
    • Appendix 4aSample: An Interview with CinderellaInterviewer: _______________________ Cinderella: ______________________Ask Cinderella these questions. Write her answers.1. What is your name?2. Where do you live?3. Who do you live with?4. What do you do at home?5. Where are your stepmother and stepsisters? 203
    • Appendix 4bSample: An Interview with CinderellaAsk Cinderella these questions. Write her answers. 1. Who are your friends? ______________________________________________________________ 2. Do you like your stepsisters? 3. Do you like to go to parties? 4. Where did you meet the Prince? 5. What does your fairy godmother carry? 204
    • Appendix 5Sample:An Invitation to the Party Invitation for …………………… PLEASE COME TO MY PARTY. 205
    • Appendix 6206
    • Appendix 7207
    • Appendix 9THE WARNINGCindy, Cindy, Cindy, Cindy, Cinderella dearWakey, wakey, hurry, hurryThey are near.Cindy, Cindy, Cindy, Cindy, Cinderella dearHurry! Hurry! Or you’ll hear.Where’s my tea? Where’s my dress?Have you polished my boots?Have you made my bed?What do you mean, not yet?Cindy, Cindy, Cindy, Cindy, Cinderella dearWakey, wakey, hurry, hurryThey are here. 208
    • SAMPLE LESSONS
    • Sample Lesson 1Focus: Listening and SpeakingTheme: World of Self, Family and FriendsTopic: F.R.I.E.N.D.S Pin-UpContent 1.1 By the end of the 6-year primary schooling, pupils will beStandard able to pronounce words and speak confidently with the correct stress, rhythm and intonation. 1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.Learning 1.1.1 Able to listen and respond to stimulus given withStandard guidance: (f) voice sounds 1.2.2 Able to listen to and follow: (a) simple instructions in the classroom.Objective By the end of the lesson, pupils will be able to follow simple instructions given.Time 30/60 minutesTeaching Aids Realia [camera], pictures, drawing paper, glue, sticky tape Activity Teaching and Learning Notes Strategy1. Show pupils a camera. Use camera or mobile Prepare: phone. - camera or mobile phone/ toy camera or model of a camera2. Snap a photo and ask Listening Elicit the sound ‘click’ pupils to mimic the Mimic sound made by the camera.3. Do the actions of Kinaesthetic Activity clicking and pupils follow.4. Pupils take turns to do Responding to peers the actions of clicking the camera and others say ‘click, click, click’.5. Introduce the song line Drilling through fun and Song lyrics by line. Pupils repeat. play [Appendix 1] Musical Intelligence6. Pupils sing the song Repetition and Action: clicking a camera and do actions. reinforcement7. Repeat the activity by Repetition and the pupils clicking at reinforcement 211
    • each other while singing.8. Divide pupils into Kinaesthetic Activity groups. Pupils do the action of taking photos of group members.9. Give each pupil the Visual Spatial Friendship Pin-Up ‘Friendship Pin-up’. [Appendix 2] Pupils interview their (Reserve the new friend friends and complete column for Language Arts the worksheet. Activity) Pupils can sketch a simple portrait of their Suggested instructions: friends based on given 1. Draw a big circle in the instructions. box. 2. Draw two small circles as eyes. 3. Draw a triangle as a nose. 4. Draw a line as a mouth. 5. Add the hair.10. Collect the ‘Friendship Display the ‘Friendship Pin-up’. Pin-ups’.Assessment:1. Pupils are able to Observation interact with each other.2. Pupils are able to complete the task.Remedial: Identifying Friendship Pin-Up1. Pupils join dotted lines [Appendix 2b] to complete the sketch of their friends.Enrichment: He/She is ________.1. Pupils talk about their Question and Answer He/She is eight years old. friends based on the Interpersonal He/She likes information gathered. ___________. He/She likes to eat _________. * Pupils can talk about any information gathered. 212
    • Focus: ReadingTheme: World of Self, Family and FriendsTopic: F.R.I.E.N.D.S Pin-UpContent 2.2 Pupils will be able to demonstrate understanding of aStandard variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.Learning 2.2.1 Able to read and apply word recognition and word attackStandard skills by: (b) reading and grouping words according to word families. 2.2.2. Able to read and understand phrases in linear and non- linear texts.Objective By the end of the lesson, pupils will be able to: a. read and understand simple phrases b. gather informationTime 30/60 minutesTeaching Aids My Friend chart, pupils’ Friendship Pin-Up, worksheet, charts Activity Teaching and Learning Notes Strategy1. Teacher invites pupils to Listening and Speaking Refer to the talk about their friends. ‘Friendship Pin-Up’2. Read phrases on the Guided reading Appendix 3a & 3b chart and pupils follow.3. Put up word list: colour. Recall Word list: colours Pupils read and say Previous knowledge [Appendix 4] with guidance.4. Put up word list: food. Recall Word list: food Pupils read and say Previous knowledge [Appendix 5] with guidance.5. Pupils get into their Identifying details Pupils’ Friendship Pin- respective group from Up the first lesson. Distribute pupils’ Friendship Pin-Up and writing paper. Pupils ask their three friends about their favourite colours and food based on the word lists.6. Pupils jot down the Verbal linguistic Worksheet gathered information on [Appendix 6] the worksheet. 213
    • 7. Pupils read out Repetition and Select pupils information gathered. reinforcement randomly.8. Collect ‘Friendship Pin- Staple worksheet to Ups’ and worksheets. Friendship Pin-Up of each pupil.Assessment:1. Pupils are able to Observation gather required information.2. Pupils are able to complete the task.Remedial: Identify and read Appendix 31. Teacher guides pupils to read the phrases on Appendix 3.Enrichment:1. Pupils gather more Question and Answer Suggested further information about their Interpersonal information: friends chosen for their hobbies ‘Friendship Pin-Up’. 214
    • Focus: WritingTheme: World of Self, Family and FriendsTopic: F.R.I.E.N.D.S Pin-UpIntroduction: This lesson focuses on writing. Pupils should be able to copy with correct spelling and punctuation.Content 3.2 By the end of the 6-year primary schooling, pupils will beStandard able to write using appropriate language, form and style for a range of purposesLearning 3.2.1 Able to complete with guidance:Standard (b) postersObjective By the end of this lesson, pupils will be able to: a. write simple phrases b. use correct spelling and punctuationTime 30/60 minutesTeaching Aids My Friend chart, pupils’ Friendship Pin-Up, charts, worksheet Activity Teaching and Notes Learning Strategy1. Put up ‘My Friend’ Recall My Friend Chart chart. Ask questions Question and answer [Appendix 3] about ‘My Friend’. Suggested questions: 1. What is your friend’s name? 2. How old is she? 3. What is her favourite colour? 4. What is her favourite food?2. Distribute ‘Friendship Observation Friendship Pin-Up Pin-Up’ and written [Appendix 2] notes. Pupils transfer information from written notes to their ‘Friendship Pin-Up’ for their three friends.3. Put up a chart. Guided reading Chart Read and pupils follow. [Appendix 7]4. Distribute worksheet. Recall Worksheet Pupils complete. Previous knowledge [Appendix 8]5. Collect ‘Friendship Pin- Up’. 215
    • Assessment:1. Pupils transfer Copying information correctly.2. Pupils write with correct spelling and punctuation.Remedial:1. Pupils copy phrases Write neatly from the word list.Enrichment:1. Pupils decorate their Visual Spatial Teacher may provide ‘Friendship Pin-Up’. coloured papers for decoration. 216
    • Focus: Language ArtsTheme: World of Self, Family and FriendsTopic: F.R.I.E.N.D.S Pin-UpIntroduction: This lesson focuses on language appreciation. The main focus of this lesson is to get pupils to respond and recite jazz chants with correct pronunciation, rhythm and intonation.Content 4.1 By the end of the 6-year primary schooling, pupils will be ableStandard to enjoy and appreciate rhymes, poems and songs through performance.Learning 4.1.2 Able to listen to and sing action songs and recite jazzStandard chants with correct pronunciation, rhythm and intonation.Objective By the end of this lesson, pupils will be able to recite a jazz chant with the correct pronunciation and rhythm.Time 30/60 minutesTeaching Aids Alien toy, Pupils’ Friendship Pin-Up Activity Teaching and Learning Notes Strategy1. Chants jazz chant with Modelling Modulate voice to the alien toy. show two different characters2. Divide pupils into two groups: friendsters and aliens.3. Put up jazz chant. Reading aloud My New Friend Recite the jazz chant. [Appendix 9] Pupils follow in their respective groups.4. Pair a friendster with an Determine the pairs to alien. Randomly select make sure they are a few pairs to chant. new friends to each other. [they must not be already in each other’s ‘Friendship Pin-Up’.5. Pupils chant in pairs. Say aloud6. Distribute ‘Friendship Verbal Linguistic Friendship Pin-Up Pin-Up’. Pupils [Appendix 2] 217
    • complete it with information of their new friend.7. Display the ‘Friendship Pin-Up’. 218
    • Appendix 1219
    • Appendix 2a Friend 2Friend 1 ME 220
    • Appendix 2b ME _______________________________________ 221
    • Appendix 3aMy Friend 222
    • Appendix 3b223
    • Appendix 4Word List : Colours 224
    • Appendix 5Word List : Food 225
    • Appendix 6Name : ______________ Class : _______ Friend 1 Friend 2 Friend 3 Friend 4NameAgeFavouritefoodFavouritecolour 226
    • Appendix 7227
    • Appendix 8Complete the sentences correctly.Friend 11. 228
    • Appendix 9My new friend 229
    • Sample Lesson 2Focus : Listening & SpeakingTheme : World of StoriesTopic : The Ant and The DoveContent Standard : 1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation.Learning Standards : 1.1.2 Able to listen to and enjoy simple stories. 1.1.4 Able to talk about a stimulus with guidance.Objectives : By the end of the lesson, pupils should be able to : i. say words which contain the phoneme /әυ /. ii. name characters in the story. iii. respond to simple questions based on the story.Time : 60 minutesTeaching Aids : Pictures ( Picture Cards / PowerPoint) Teaching & Learning Activity Strategy Notes1. Show pupils an ant in a Contextual Learning by A container with an ant container and a picture drawing pupils’ previous and a picture of a dove. of a dove. knowledge. Sample questions :2. Ask questions. Question & Answer session 1. What is this? 2. Is it big or small? 3. Where can you find it? 4. What is the colour? 5. Can it bite? 6. How do you feel if it bites you?3. Tell the story : Story-telling Picture cards/PowerPoint ‘The Ant and The Presentation : The Ant and Dove‘ The Dove (Appendix 1) 231
    • 4. Ask questions based Brainstorming Sample questions : on the story and pupils respond. 1. What are the animals in the story? 2 What happened to the ant? 3. Who helped the ant? 4. Who wanted to get the dove? 5. How did the ant help the dove?5. Point to the words with Repetition through drillling boat, bow, arrow, no , Joe the phoneme /әυ /.6. Articulate the sound Show pupils the mouth /әu/ and pupils repeat. movement.7. Repeat words.8. Divide the pupils into 5 Reinforcement through fun Picture cards – 6 groups and give and play (Appendix 2) each group a set of pictures.9. Pupils pick out pictures that show the words with the phoneme /әu/.Assessment :Able to read the focuswords correctly. ObservationRemedial : Reinforcement through drillingWork with pupils who havedifficulty saying the focuswords.Enrichment :Get pupils to name and Appendix 3draw the characters in thestory. 232
    • Focus : ReadingTheme : World of StoriesTopic : The Ant and The DoveContent Standard : 2.1 By the end of the 6-year primary schooling, pupils will be able to apply knowledge of sounds of letters to recognize words in linear and non-linear texts. 2.3 By the end of the 6-year primary schooling, pupils will be able to read independently for information and enjoyment.Learning Standards : 2.1.1 Able to recognise and articulate initial, medial and the final sounds ( phonemes ) in single syllable words within given context: a) oa 2.1.2 Able to blend phonemes into recognisable words and read them aloud. 2.3.1 Able to read simple texts with guidance: a) fictionObjectives : By the end of the lesson, pupils should be able to : i) pronounce and blend words with the phoneme /әu/ correctly. ii) identify words with /әu/ sounds. iii) read a short story with guidance.Time : 60 minutesTeaching Aids : Pictures ( picture cards/ PowerPoint; word cards ) Teaching & Learning Activity Strategy Notes1. Show the cover of the Recalling Cover of “The Ant and thestory. Dove’ using picture cards / power point.2. Ask questions. Question & Answer session Sample questions : 1. What is the name of the story? 2. What happened to the ant? 3. Who helped the ant? 4. What happened to the dove ? 233
    • 5.How did the ant help the dove?3.Display the story and read Reading aloud with correct Picture cards/PowerPoint the story aloud. Pupils articulation and pronunciation. Presentation : repeat after teacher. ‘The Ant and The Dove‘4. Highlight words with the Reinforcement boat, bow, arrow, no, Joe phoneme /әu/. Read the words and pupils repeat.5. Put up letter cards of the words with the /әu/ b oa t sound. Practice6. Articulate the sounds to b ow blend the words. Pupils follow. a rr ow ww n o J oe7. Pick a few pupils and Prepare letter cards with hang the letter cards strings attached. around their necks.8. Say out the words and Practice and reinforcement. pupils with the respective b oa t cards come forward and stand side by side.9. Distribute a worksheet Appendix 4 with some sentences from the story.10. Pupils colour the box Practice which has words with the /әu/ sound.Assessment :Pupils complete a Observationworksheet by identifyingwords with the phoneme/әu/.Remedial :Guide pupils to read the Reinforcement through drillingstory with correctarticulation and 234
    • pronunciation whilefocussing on the phoneme/әu/.Enrichment :Pupils use picture cards Practice Appendix 2given and take turns to tellthe story in a group. 235
    • Focus : WritingTheme : World of StoriesTopic : The Ant and The DoveContent Standard : 3.1 By the end of the 6-year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing.Learning Standards : 3.1.1 Able to write neat legible print : b) simple sentencesObjectives : By the end of the lesson, pupils should be able to match phrases to write simple sentences.Time : 60 minutesTeaching Aids : Pictures ( Picture Cards / PowerPoint)/worksheet Teaching & Learning Activity Strategy Notes1. Put up a song chart. Recalling story through fun Appendix 5 and play2. Show the story to pupils Integrate reading skill Can read individually / as and call out pupils whole class randomly to read. (*use power point/picture cards)3. Ask questions on the Reinforcement of the Sample questions: sentences with words phoneme /әυ /. T : What did the leaf that have the phoneme look like? /әυ /. P : The leak looked like a boat. T : What was the hunter’s name? P : The hunter’s name was Joe. T : What did Joe have in his hand? P : Joe had a bow and an arrow in his hand. T : What did the ant shout? P : The ant shouted, No! No ! No! 236
    • 4. Distribute worksheets to Practice Appendix 6 pupils.5. Pupils match phrases to form sentences and write them down.Assessment :Pupils write simple Observation & Correctionsentences correctly.Remedial :Pupils match sentenceswith the pictures. Application Appendix 7Enrichment :Pupils construct sentencesbased on the words given. Application Appendix 8 237
    • Focus : Language ArtsTheme : World of StoriesTopic : The Ant and The DoveContent Standard : 4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs through performance. 4.3 By the end of the 6-year primary schooling, pupils will be able to plan, organise and produce creative works for enjoyment.Learning Standards : 4.1.2 Able to recite jazz chants and sing action songs with correct pronunciation, rhythm and intonation. 4.3.1 Able to produce simple creative works with guidance based on c) stories 4.3.2 Able to take part with guidance in a performance based on a) action songsObjectives : By the end of the lesson, pupils should be able to : i) produce masks for the characters in the story. ii) perform an action song.Time : 60 minutesTeaching Aids : pictures (picture cards/ PowerPoint) , manila cards, scissors, colour pencils Activity Teaching & Learning Notes Strategy1. Display the song.2. Pupils sing along with the Reinforcement through fun Appendix 5 teacher with appropriate and play. actions.3. Divide class into three groups. Prepare mask templates for the characters.4. Each pupil in the group is given a mask template. (Appendix 9 ) Group 1 : ant Group 2 : dove 238
    • Group 3 : hunter5. Pupils draw out the mask individually on a manila Creative works. card, colour and cut it out.6. Display song again.7. Pupils stand in groups and Performance Guide pupils with the put on masks while singing actions. the song with actions.Assessment :1. Observe pupils’ hands on Observation activity.2. Observe students’ ability to sing with correct pronunciation. 239
    • Appendix 1240
    • 241
    • 242
    • 243
    • 244
    • 245
    • 246
    • 247
    • 248
    • 249
    • 250
    • Appendix 2251
    • 252
    • 253
    • 254
    • 255
    • 256
    • 257
    • Appendix 3 .____ __________258
    • Appendix 41.2.34.56 259
    • Appendix 5260
    • Appendix 6 . A B1. _________________________________________2. _________________________________________3. _________________________________________4. _________________________________________ 261
    • Appendix 7262
    • Appendix 81. 2. _________________________ _________________________ ___ ___3. 4. - _______________________ _________________________ ___ 5. _________________________ ___ 263
    • Appendix 9264
    • 265
    • 266
    • Sample Lesson 3Focus Listening and SpeakingTheme World of KnowledgeTopic My Beautiful BodyContent 1.1 By the end of the 6-year primary schooling, pupils will beStandard able to pronounce words and speak confidently with the correct stress, rhythm and intonation. 1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.Learning Standard 1.1.3 Able to listen to, say aloud and recite rhymes or sing songs. 1.2.2 Able to listen to and follow : (a) simple instructions in the classroomObjective By the end of the lesson, pupils will be able to: i) listen to and sing the song ‘Ten little fingers’ in correct rhythm ii) listen to and follow simple instructions correctlyTime 60 minutesTeaching Aids word cards , cassette and player Teaching and Learning Activity Strategy Notes1. Blindfold a pupil. Ask Kinaesthetic activity Teacher can show the the other pupils to other pupils the sounds create sounds using that they can create by their body parts. doing the actions. eg. whistling , snapping the fingers2. The blind folded pupil Listen and make Sounds of clapping of will guess the sounds interpretations hands , stamping of feet made. and others.3. Introduce body parts to Listening Teacher points to the body the pupils orally. Pupils Repetition parts when introducing the listen and repeat. various parts. Parts of the body: eyes, nose, mouth, ears, hands and legs4. Point to the parts of the Vocabulary Parts of the body: body and pupils name eyes , nose , mouth , ears, them. hands and legs 267
    • 5. Pair up the pupils. Listening and speaking Sentence Patterns Pupils practise asking Q : What is this? and answering A : This is a nose. questions related to body parts.6. Show word cards and Reading aloud Word cards pupils read them. eyes, nose, mouth, ears, hands and legs7. Play a recorded song Listening and singing Song : Ten Little Fingers on tape. Pupils listen (Appendix 1) and sing along with action.8. Play the game ‘Simon Following instructions Instructions : says ….’ in the class. a) Point to the nose. b) Clap your hands. c) Close your eyes. d) Open your mouth. e) Lift your leg.Assessment :a) Pupils name the body parts shown by teacher. Observation Activity 4b) Pupils ask and answer questions related to Observation Activity 5 body parts.c) Pupils do the action during the game ‘Simon Observation Activity 8 says’Remedial :a) Peer teaching - Pupils take turns to name the Recalling body parts shown by their partner.Enrichment :a) Pupils draw and label the parts of a body. Labelling 2687
    • Focus: ReadingTheme: World of KnowledgeTopic: My Beautiful BodyContent 2.1 By the end of the 6-year primary schooling, pupils will beStandard able to apply knowledge of sounds of letters to recognize words in linear and non-linear texts. 2.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate understanding of a variety of linear and non- linear texts in the form of print and non-print materials using a range of strategies to construct meaning.Learning Standard 2.1.2 Able to blend phonemes into recognizable words and read them aloud. 2.2.2 Able to read and understand phrases in linear and non- linear texts. 2.2.3 Able to read and understand simple sentences.Objective By the end of the lesson, pupils will be able to: i) blend phonemes into correct words and read them aloud. i) read and identify at least three phrases in a jazz chant. ii) read and understand sentences in the jazz chant.Time 60 minutesTeaching Aids picture cards , word cards , grapheme cards , chart Teaching and Learning Activity Strategy Notes1. Pupils sing the song Recalling and Teacher can play the song ‘Ten Little Fingers’. reinforcement on tape if the pupils can’t recall the rhythm. (Appendix 1)2. Show picture cards Recalling Teacher needs to prepare and pupils name them. Vocabulary picture cards of : round, mouth, loud, scout, blouse3. Point out the phoneme Phonics Word List : for the grapheme ‘ou’ Pronunciation round, mouth, loud, scout, from the words. Pupils blouse say aloud the phoneme /әʊ/.4. Pupils read the words Reading Teacher drills the pupils to again as shown by Practice read the words while 269
    • teacher while stressing stressing on the phoneme on the phoneme. taught.5. Stick jumbled up Blending sounds Grapheme cards: grapheme cards eg. on the board. Call pupils r ou n d randomly to form words using the cards while teacher says the Teacher needs to prepare phoneme. grapheme cards for the words in the word list.6. Pupils read the words Practice formed, stressing on Reinforcement the phoneme learned.7. Put up a chart with the Chanting Jazz Chant : jazz chant. Read aloud Kinaesthetic activity ‘What I Have’ and pupils repeat the (Appendix 2) chant.8. Divide the pupils into Practice two groups. Pupils read the jazz chant in groups.9. Pick out a phrase from Reading phrases Phrases ; the chant and say it round eyes aloud. Pupils repeat it. big mouth sharp nose10. Pupils identify the Identifying and reading Teacher can help the other phrases in the pupils to identify the chant and read them phrases. aloud.11. Distribute worksheets Teacher duplicates the to pupils. Pupils worksheet and explains complete the task. the task to the pupils. Worksheet (Appendix 3)Assessment:a) Pupils read sentences from the sentence Observation Teacher needs to prepare cards. sentence cards.b) Pupils complete the (Appendix 4) task in their worksheet. Written assessmentRemedial: Word List:a) Reinforce words with round , mouth , loud , the phoneme /әʊ/. scout , blouseEnrichment: Duplicate crossworda) Pupils solve a puzzle accordingly. crossword puzzle. (Appendix 5) 270
    • Focus WritingTheme World of KnowledgeTopic My Beautiful BodyContent 3.1 By the end of the 6-year primary schooling, pupils will beStandard able to form letters and words in neat legible print including cursive writing. 3.2 By the end of the 6-year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes.Learning Standard 3.1.1 Able to write in neat legible print: b) simple sentences 3.2.2 Able to write simple sentences with guidance.Objective By the end of the lesson, pupils will be able to write at least five simple sentences with correct spelling and punctuation.Time 60 minutesTeaching Aids jigsaw puzzle , LCD projector Teaching and Learning Activity Strategy Notes1. Divide the pupils into six Teacher has to enlarge 6 groups. Distribute different pictures of body jigsaw puzzle of a body parts and cut them into part to each group. jigsaw puzzles.2. Pupils assemble the Solving jigsaw puzzle Teacher can reward the jigsaw puzzle and name first group that assembles them. the jigsaw puzzle.3. Distribute worksheet to Listening Teacher needs to read the the pupils. Read aloud phrases loudly and clearly. the phrases. (as found Options : Teacher can in Appendix 2) also record the phrases on a cassette. Worksheet (Appendix 6)4. Pupils write the phrases Writing Teacher can put up some on worksheet. Pupils Drawing of the drawings on the draw the parts of the board. (Appendix 6) face.5. Pupils write sentences Writing Teacher should check the using the phrases given spelling and punctuation in by the teacher. Go the sentences. (Appendix around and check the 6) pupils’ work. 271
    • 6. Project the jazz chant Chanting Jazz Chant : ‘What I Have’ on the Kinaesthetic activity What I Have screen. Pupils read the (Appendix 2) jazz chant in groups of five.7. Pupils work in their Writing Teacher goes around and groups and come out helps the groups that have with three more stanzas difficulties in their task. for the jazz chant. eg. – two small eyes Check the groups’ work. two long legs two strong hands8. Pupils chant the Chanting Teacher can do this stanzas written by them. Kinaesthetic activity activity as a competition. The most creative group wins the competition.Assessment:a) Pupils write sentences Teacher needs to prepare using the words given. Written worksheet. (Appendix 7)Remedial:a) Pupils rearrange Teacher prepares a jumbled up words to Writing worksheet with jumbled form sentences. words.Enrichment:a) Pupils complete a Duplicate the worksheet worksheet – grouping Grouping accordingly. the actions to the Writing (Appendix 8) correct body parts 272
    • Focus: Language ArtsTheme: World of KnowledgeTopic: My Beautiful BodyContent 4.1 By the end of the 6-year primary schooling, pupils willStandard be able to enjoy and appreciate rhymes, poems and songs through performance.Learning Standard 4.1.1 Able to enjoy action songs and jazz chants through non- verbal response.Objective By the end of the lesson, pupils will be able to listen to and enjoy action songs and jazz chant through performance.Time 60 minutesTeaching Aids charts Activity Teaching and Learning Notes Strategy1. Mime a few actions and Miming Actions : ask pupils to name the Touching the knees actions. Jumping up2. Put up a chart with the Reading Song : If You Are Happy song ‘If You Are Happy’. Singing And You Know It Pupils read the lines of (Appendix 9) the song in groups/ individually.3. Divide pupils into six Creating stanzas for the Appendix 9 groups. Pupils work in song groups and create four more stanzas for the song.4. Pupils perform the song Performance in groups.5. Pupils recall and recite Whole class activity Jazz Chant: What I Have the jazz chant. (Appendix 2)6. Pupils sing the song. Whole class activity Song: Ten Little Fingers (Appendix 1) 273
    • Appendix 1SONG 274
    • Appendix 2JAZZ CHANT - - - - 275
    • Appendix 3WORKSHEETFill in the blanks . 276
    • Appendix 4READING ASSESSMENT . 277
    • Appendix 5 ……………………………….Complete the crossword puzzle below. 278
    • Appendix 61. _____________________________________________2. _____________________________________________3. _____________________________________________4. _____________________________________________5. _____________________________________________1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________5. _____________________________________ 279
    • Appendix 7ASSESSMENT 280
    • 281
    • Appendix 8ENRICHMENT ACTIVITY 282
    • 283
    • Appendix 9SONGIF YOU ARE HAPPY AND YOU KNOW - - - - 284
    • Sample Lesson 4Focus Listening and SpeakingTheme World of Self, Family and FriendsTopic Find the Way 1.2 Pupils will be able to listen to and respond appropriately inContent Standard formal and informal situations for a variety of purposes. 1.2.2 Able to listen and follow:Learning Standard (b) simple directions to places in the school. By the end of the lesson, pupils will be able to listen and followObjective simple directions to places in the school.Time 30 / 60 minutesTeaching Aids chart, picture cards, dice Activity Teaching & Learning Notes Strategy1. Put up numbered Picture cards of places in picture cards on the Oral Response the school. board. Pupils throw a Fun learning e.g. canteen, office , etc. dice and name the Playing a game pictures according to the number. 1AssessmentObserve pupils’ ability to Observationlisten and follow simpledirections.RemedialRepeat the chant withpupils. Guide them to follow Reinforcement Jazz chantdirections.EnrichmentPupils are divided into two Use the jazz chant given.groups. Team work Each group takes turns toGroup 1 : ask questions ask and give directions.Group 2 : answer e.g: Group 1 – How do I go to the canteen? Group 2 – Go straight, turn right. 285
    • Focus ReadingTheme World of Self, Family and FriendsTopic Find the WayContent Standard 2.2 Pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.Learning Standard 2.1.1 Able to recognise and articulate initial, medial and final sounds (phonemes) in single syllable words within given context: (a) [igh] 2.1.2 Able to blend phonemes into recognizable words and read them aloud.Objective By the end of the lesson, pupils will be able to recognise and read words with the sound [igh] in the intial, medial and final position.Time 30 / 60 minutesTeaching Aids chart, word cards Activity Teaching & Learning Notes Strategy1. Chant and pupils listen. Listening Chart ( Appendix 2)2. Chant line by line. Pupils Practice repeat.3. Introduce phoneme /aI/ with its action and sound. Pupils follow. .4. Blend the set A to ‘igh’ and then to set B cards. Practice Word cards high thigh right night right bright 286
    • set A set B th t igh l t h t t n t r t br t5 Pupils recite the jazz Recalling Appendix 2 chant with the [igh] words.AssessmentPupils articulate the sound Observation[igh] in singlesyllable words.RemedialGuide pupils with chant. Reinforcement Appendix 2Enrichment1. Use the word spinner. Appendix 3 Recalling2. Pupils take turn to spin.3. Pupils blend the onset and rime letters to form correct words.4. Pupils read the words. 287
    • Focus WritingTheme World of Self, Family and FriendsTopic Find the WayContent Standard 3.1 Pupils will be able to form letters and words in neat legible print including cursive writing. .Learning Standard 3.1.1 Able to write in neat legible print: a) words b) phrasesObjective By the end of the lesson, pupils will be able to identify the places in the school and follow the directions given correctly.Time 30 / 60 minutesTeaching Aids picture cards, symbol cards, phrase cards, worksheets Activity Teaching & Learning Notes Strategy1.Pupils identify places Recalling picture cards of places in in school. school. Drill pupils with Drilling symbol cards direction phrases using symbols. Phrase cards: turn right, turn left, go straight2. Pupils match the Drilling Appendix 4 words to pictures in Worksheet 1 the worksheet given.3. Pupils label the Drilling Appendix 5 pictures with the Worksheet 2 given words.Assessment: Appendix 6 worksheet 3 practicePupils complete theworksheet. Appendix 7 worksheet 4 288
    • Remedial: Appendix 8Pupils complete the drilling worksheet 5worksheets.Enrichment: Appendix 9 consolidationPupils study the map to worksheet 6complete the task 289
    • Focus Language ArtsTheme World of Self, Family and FriendsTopic Find the WayContent Standard 4.1 Pupils will be able to enjoy and appreciate rhymes, poems and songs through performance.Learning Standard 4.1.2 Able to listen to and sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.Objectives By the end of the lesson, pupils will be able to perform jazz chant in front of the class.Time 30 - 60 minutesTeaching Aids chart Activity Teaching & Learning Notes Strategy1. Recite the jazz chant Reciting Appendix 1 with pupils.2 Divide the class into Group/ class performance four groups. Guide the groups to prepare for their performance.AssessmentObserve pupils’ Observation Choose a winner.performance. 290
    • Appendix 1JAZZ CHANT 291
    • Appendix 2292
    • Appendix 3293
    • Appendix 4 Worksheet 11.2.3.4.5.6. 294
    • Appendix 5 Worksheet 2Choose and write.1. ______ 2. _______3. _________ 4. _______5. ______ 6. _________ 295
    • Appendix 6 Worksheet 3Rearrange the letters1.3. _________ ________5. ______ _______ _ _ 296
    • Appendix 7 Worksheet 4Read and label1. ___________ _____________________2. ___________ _____________________3. ___________ _____________________ 297
    • Appendix 8 Worksheet 5__________ __________ and _____________ ________________________ __________ and _____________ ________________________ __________ and _____________ ________________________ __________ and _____________ ______________ 298
    • Appendix 9 Worksheet 6Look, think and write. × 299
    • CHECKLIST
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR LISTENING AND SPEAKING 1.1.1 Able to listen and respond to stimulus given with guidance : ( Put a √ if the pupil is able to master the skill based on the activities given ) LEARNING STANDARDS 1.1.1 ( a) 1.1.1 ( b ) 1.1.1 ( c ) 1.1.1 ( d ) 1.1.1 ( e ) 1.1.1 ( f ) 1.1.1 ( g ) environmental instrumental body rhythm and alliteration voice sounds Oral blending sounds sounds percussion rhyme and NAMES segmenting OF Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act. Act.NO PUPILS’ 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 Note : Teacher can modify the form based on the number of activities to be evaluated. 303
    • CHECKLIST1.1.4 Able to talk about a stimulus with guidance Put a √ if the pupil has mastered the activity. No. Name of Pupil Activity Activity Activity Activity * Teacher can add in more activities for assessment if necessary. 304
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR READING 2.1.2 Able to recognize and articulate initial, medial andNo. Name the final sounds ( phonemes ) in single syllable words Remarks within given context : ai ee igh oa oo ar or ur ow oi ear 305
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR READING 2.1.2 Able to recognize and articulate initial, medial andNo. Name the final sounds ( phonemes ) in single syllable words Remarks within given context : air ure er ay ou ie ea oy ir ue aw 306
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR READING 2.1.2 Able to recognize and articulate initial, medial and theNo. Name final sounds ( phonemes ) in single syllable words within Remarks given context : wh ph ew oe au a-e e-e i-e o-e u-e 307
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR READINGNo. Name 2.1.2 2.1.3 2.2.1 ( a ) 2.2.1 ( b ) 2.2.4 Remarks 308
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING LEARNING STANDARDS 3.1.1 3.1.1 3.1.1 3.1.2 3.1.2 3.2.1 3.2.1 3.2.2NO NAMES OF PUPILS’ (a) (b) (c) (a) (b) (a) (b) 309
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING 3.2.3 3.2.3 3.2.3 3.2.4 3.3.1 3.3.1NO NAMES OF PUPILS’ (a) (b) (c) (a) (a) (b) 310
    • CHECKLIST SAMPLE LEARNING STANDARDS CHECKLIST FOR LANGUAGE ARTS LEARNING STANDARDSNO NAMES OF PUPILS’ 4.1.1 4.1.2 4.2.1 4.2.1 4.2.1 4.3.1 4.3.1 4.3.1 4.3.2 4.3.2 4.3.2 (a) (b) (c) (a) (b) (c) (a) (b) (c) 311
    • 1. literacy – ability to read and write2. literary works – texts with a style of writing used in literature3. creative works – products or works which are created through imaginative and new ways4. penmanship – the art of writing by hand5. learning profiles – learning styles6. assessment – evaluation or appraisal7. phoneme – smallest unit of speech8. phonemic awareness – ability to hear and manipulate individual phonemes9. blending – joining individual sounds to letters to form words10. segmenting – breaking down individual letter sounds to sound it accurately11. gross motor skills – abilities required to control large muscles of the body for running etc12. fine motor skills – coordination of small muscle movements13. kinaesthetic intelligence – skillful ability to contol one’s bodily motions and handle objects14. body percussion – using the body to produce sounds15. alliteration – repetition of consonants in any syllables16. sight words - high-frequency words which are commonly used 313
    • ACKNOWLEDGEMENTSAdvisor : Tn Hj. Ibrahim bin MohamadChief Editor: Dr Lee Boon Hua Dr Mohamed Abu Bakar Pn Diana Fatimah Ahmad SahaniAuthors : Pn Jagdeesh Kaur Gill Cik Regina Joseph Cyril En. Rabindra Dev Prasad En. Rosdy Wahid Cik Ewe Choy ChooContributors: Pn Christine Gnanasothy Sivilingam SK Bandar Sunway, Petaling Jaya Pn Sharon a/p Savarimuthu SK Seri Selangor, Subang Jaya Pn Kwa Jin Nee SK Taman Putra Perdana, Puchong Cik Marlene a/p P. Fernando SK Permatang Badak, Kuantan En Faizul Mohamed SK Padang Garong 1, Kota Bharu En Mohamad Yusoff b. Ahmad SK Methodist, Malim Nawar Pn Siti Rohani Mohd Noor SK Serting Hilir Kompleks, Bandar Seri Jempol En Lai Pak Siong SJKC Katholik, Melaka Cik Suen Sau Chun SJKC Ave Maria Convent, Ipoh Pn Tanggam a/p Karuppiah SK Relong, Kuala Lipis Pn Kanmit Kaur a/p Gurbachan Singh SK Wan Ibrahim, Kuala Lipis Pn Rozieana Lucy bt. Abdullah SK Pahit Gerik, Hulu Perak Pn Hemalatha a/p N. Govindasamy SK Perwira, Teluk Intan Pn Subashini a/p A. P. Menon SK La Salle (2) Brickfields, Kuala Lumpur Pn Usha Rani a/p Reginald SK Bukit Raya, Hulu Langat, Cheras Pn Subathira a/p Selvanayakam SK Dato’ Onn Jaafar, Subang Jaya Pn Latifah bt. Abdul Latiff SK Bandar Tasik Kesuma, Beranang Pn Noor Ashikin bt. Hashim SK Seri Besout, Sungkai En Barathidasan a/l Muniandy SK Kebun Sireh, Bukit Mertajam Pn Jeya shanthi a/p N. V. Arumugam SK Tanjong Malim, Tanjong Malim 315
    • Pn Poonkuzhali a/p Palaniandy SK Seri Amar, Johor Bahru Cik Mageswary a/p Raja Ratnam SK Mahmud, Raub Pn Vasantha Devi a/p N. Raja Ratnam SK Batu Kikir, Batu Kikir Pn Nor Zihana bt. Jamaludin SK Putrajaya P8 (1), Putrajaya En Nagarajan a/l Veloo SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam Pn Siti Shakilah Nirmala bt. Abdullah SK Sri Tangkak, Tangkak Pn Baleswari a/p A. Balasubramaniam SK Sultan Ismail, Kemaman Cik K. N. Rema a/p K. K. Narayanan SK Ayer Puteh, Kemaman Cik Vivegi a/p T. K. Rajagopal SK Ujong Pasir, Melaka Pn Saratha a/p Sri Kandan SK Puchong Jaya, Puchong Pn Gloria Marsh SK Taman Rasah Jaya, SerembanEditors: Cik Mageswary a/pRaja Ratnam SK Mahmud, Raub Pn Kwa Jin Nee SK Taman Putra Perdana, Puchong Cik Marlene a/p P. Fernando SK Permatang Badak, Kuantan Pn Wong Mee Ping SJKC Serdang Baru 1, Seri Kembangan Pn Kan Siew Fong SJKC Serdang Baru 1, Seri Kembangan Pn Usha Rani a/p Reginald SK Bukit Raya, Hulu Langat, Cheras Pn Tanggam a/p Karuppiah SK Relong, Kuala Lipis Pn Kanmit Kaur a/p Gurbachan Singh SK Wan Ibrahim, Kuala Lipis Pn. Poonkhuzhali a/p Palaniandy SK Pasir Puteh (P), Kelantan Pn. Sarah Matilda Jayaprabha a/p David SK Taman Mount Austin, Johor Baru En Gobalakrishnan a/p Mahaletchumanan SK Dato’ Kamaruddin, Behrang Stesen En Amarjit Singh a/l Dushan Singh SK Perlok, Sungkai En Nagarajan a/l Veloo SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam Pn Lailee bt. Shahabudin SK Chuah, Seremban Pn Niza bt. Wahab SK Petaling (1), Kuala Lumpur Pn Kumari Nirmal a/p Jagiri Ram SK Sri Subang Jaya, Subang Jaya Cik Ida Maria bt. Amiruddin SK Jalan Empat, Bangi 316
    • Cik Vivegi a/p T. K. RajagopalSK Ujong Pasir, MelakaPn Jeya shanthi a/p N. V. ArumugamSK Tanjong Malim, Tanjong MalimPn Fatima Nathan a/p NagiahSK St. Mary, Kuala LumpurEn Muhammad Syuhaidi Ohira b. AbdullahSK (LKTP) Chemomoi, Bandar BeraEn Lai Pak SiongSJKC Katholik, MelakaEn Yeap Kah SoonSK Methodist (ACS), IpohPn Latifah bt. Abdul LatiffSK Bandar Tasik Kesuma, BeranangPn Noor Ashikin bt. HashimSK Seri Besout, SungkaiPn Jane Cecilia EdwardSK Silibin, IpohPn Rozieana Lucy bt. AbdullahSK Pahit Gerik, Hulu PerakPn Gloria MarshSK Taman Rasah Jaya, SerembanPn Siti Rohani bt. Mohd. NoorSK Taman Rasah Jaya, SerembanEn Mohammad Siraj b. AbdullahSK Penjom, Kuala LipisPn Angelina JematSK Putrajaya Presint 9(1), PutrajayaEn Louis Marie Neubert AmbroseSK Menjalara, KepongPn Helena Ong Ah NyukSK Semerah Padi, KuchingPn Geraldine Mary Rose a/p Hubert CoraySK (2)Simpang Lima, KlangPn M. Susilah a/p MoorthySK Lanar, Kuala LipisPn Diana Fatimah Ahmad SahaniBahagian Pembangunan KurikulumPn Jagdeesh KaurBahagian Pembangunan KurikulumCik Regina Cyril JosephBahagian Pembangunan KurikulumEn Rosdy WahidBahagian Pembangunan KurikulumCik Ewe Choy ChooBahagian Pembangunan KurikulumPn Zaiton MajidBahagian Buku Teks, Kementerian Pelajaran Malaysia 317