English teacher guidebook year 2


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English teacher guidebook year 2

  1. 1. KEMENTERIAN PELAJARAN MALAYSIAKurikulum Standard Sekolah RendahTEACHERS GUIDEBOOK ENGLISH YEAR 2 Terbitan Bahagian Pembangunan Kurikulum 2011
  2. 2. 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.
  3. 3. 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
  4. 4. 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
  5. 5. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. 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
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. 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
  39. 39. 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
  40. 40. 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
  41. 41. 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
  42. 42. 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
  43. 43. 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
  44. 44. 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
  45. 45. 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
  46. 46. 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
  47. 47. 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
  48. 48. 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
  49. 49. 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
  50. 50. 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
  51. 51. 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
  52. 52. 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
  53. 53. 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
  54. 54. 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