SK KSSR EL Guide book

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SK KSSR EL Guide book

  1. 1. THE LISTENING AND SPEAKING SKILL The listening and speaking skill is crucial for social communication at home, at school, as well as in the community. However, this skill is often neglected or given minimal emphasis during English language lessons. In order todevelop this skill, teachers have to provide their pupils with various opportunities to listenand to talk about a range of subjects which may include topics on personal interests,school work and even current affairs. It is hoped that the learning standards will offerteachers some ideas on how they could provide opportunities for pupils to engage invarious listening and speaking activities at Year One.The Listening and Speaking Content and Learning Standards for Year 1 are as follows: Content Standards Learning Standards1.1 By the end of the 6-year 1.1.1 Able to listen and respond toprimary schooling, pupils will be able to stimulus given with guidance :pronounce words and speak a) environmental soundsconfidently with the correct stress, b) instrumental soundsrhythm and intonation in accordance to c) body percussionStandard British English (SBE)). d) rhythm and rhyme e) alliteration f) voice sounds g) oral blending and segmenting 1.1.2 Able to listen and enjoy simple stories. 1.1.3 Able to listen to, say aloud and recite rhymes or sing songs with guidance. 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 listen a) exchange greetingsand respond appropriately in formal b) introduce oneselfand informal situations for a variety of c) make polite requestspurposes. d) thank someone e) 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.1.3 By the end of the 6-year primary 1.3.1 Able to listen to and demonstrateschooling, pupils will be able to understanding of oral texts by:understand and respond to oral texts in a) giving Yes/No repliesa variety of contexts. b) answering simple Wh-QuestionsIn this module, Learning Standards 1.1.1 and 1.1.4 are dealt with extensively. Although,this module does not provide suggested activities for the other learning standards, it ishoped that teachers would be able to plan lessons and activities on their own for theother Learning Standards. The activities provided here are merely suggestions. It is withhigh expectation and anticipation that teachers of Year 1 English would be able to planand carry out Listening and Speaking lessons creatively and innovatively. 19 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  2. 2. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (a) environmental soundsNote: Environmental sounds are sounds heard around us. Activity Content Teacher’s NotesLet’s Take A Walk1. Take pupils around the Suggested sounds : Materials: school.2. Listen and identify the  school bell  Prepare the „cut-out‟ sounds heard.  running water from ears (or get the pupils to e.g. birds chirping tap/hose do it themselves) to be3. Make the sound and  a car/ motorcycle used during the walk. pupils follow.  lawn mower (refer to LS1)  wind  waves  leaves rustlingGuessing The Sound1. Listen and guess the Suggested sounds : Materials: sound.2. Pupils mimic the sound.  animals  sounds (recorded)3. Pupils make the sound - meow  pictures of the picture shown. - moo  vehicles - vroom - choo  things in the kitchen - fork and spoon - pestle and mortar - whistling of the kettle - stirring a drink 20 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  3. 3. Activity Content Teacher’s NotesBingo Game Suggested sounds : Materials:1. Distribute Bingo cards  animals  markers : to the pupils - meow - tokens2. Show how to play the - moo - buttons game.  vehicles - erasers3. Play a recorded sound. - vroom  Bingo card4. Pupils identify the - choo (refer to LS2) sound heard and place a  in the kitchen marker on the Bingo - fork and spoon Activity can be conducted card. - pestle and mortar outside the classroom in5. The pupil who has - whistling of the groups or individually. completed the Bingo kettle card will shout out the - stirring a drink word „Bingo‟. Every group/ child is given a Bingo card with different pictures. (refer to guessing the sound game)Guessing Game1. Divide the pupils into Suggested sounds : Materials: groups.2. A pupil from each group  animals  pictures will pick a picture from  vehicles a box.  objects (Points can be given for3. The pupil will make its correct answers.) sound without showing the picture to the other members. e.g: roar4. The members of that group will guess what makes the sound 21 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  4. 4. Activity Content Teacher’s Notes Let’s Sing1. Sing or play the Old Pak Salleh Materials: recorded song. (tune of Old Mac Donald2. Sing with actions and had a farm)  picture cards. pupils follow.3. Show pictures. Old Pak Salleh has a bus, Teachers can substitute4. Pupils sing and make E,I,E,I,O bus with the following: their sounds with And a Vroom, Vroom here  bird - chirp actions. and a Vroom Vroom there  mouse – squeak Here a Vroom  train – choo There a Vroom Everywhere Vroom Vroom Old Pak Salleh has a bus E,I,E,I,OMy Sounds1. Paste the different Suggested sounds : Materials: pictures on the board.2. Use two hand puppets  lion – roars ,  use different sounds fixed with pictures of a  mouse –squeaks suitable for their pupils. big speaker (loud sound)  bus – vrooms  pictures of a big and a small speaker  bee – buzzes speaker and a small (soft sound) each .  bird – chirps speaker.3. Next to the picture, show the big speaker and make a loud sound. e.g. a lion‟s roar4. Repeat using the small speaker to make a soft sound like a mouse‟s squeak.  a set of pictures5. A few pupils are chosen e.g.: aeroplane , bee, to take the role of the lion , train , mouse teacher and repeat the same activity. 22 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  5. 5. Activity Content Teacher’s NotesI Know This Sound1. Distribute worksheet to Suggested sounds : Materials: the class.  recorded sounds2. Play the recorded 1. a kettle whistling  worksheet sounds. 2. a monkey chattering (refer to LS3)3. Pupils listen and tick the 3. a cow mooing correct picture. 4. a moving bus 5. a bird chirping The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William A. Ward 23 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  6. 6. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (b) instrumental sounds. Activity Content Teacher’s NotesIdentifying Sounds Suggested instruments: Suggested questions:1. Show pupils a musical instrument.  cymbals  What do you call this? (e.g.: a tambourine)  triangle  What sound did you2. Play the instrument and  tambourine hear? pupils listen.  castanet3. Ask questions and pupils  drum ( may work together with the respond. music teacher)4. Play the instrument again and pupils make the sound.5. Repeat the activity with other instruments.Hear Them Sound1. Distribute musical Suggested instruments: Activity can be carried out in instruments to pupils. groups or between groups2. Make sounds produced  cymbals as a competition. by the musical  triangle instruments vocally and  tambourine pupils listen.  castanet3. Pupils holding the related  drum musical instrument will play the instrument.4. Repeat with other instruments.5. Pupils take turns to play the teacher‟s role. 24 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  7. 7. Activity Content Teacher’s NotesMatch The Sounds1. Show a few musical Suggested instruments: Materials: instruments.2. Distribute picture cards of  cymbals  Picture cards of musical instruments.  triangle suggested musical3. Play vocal sound of an  tambourine instruments. Instrument.  castanet4. Pupils with the related  drum picture cards will show the Instruments can be hidden cards. in a box or behind a screen.5. Pupils take turn to play the instrument. Activity can be carried out in6. Pupils take turns to make groups or between groups sounds and their peers as a competition (to increase will show the related the fun element). picture cards.How They Sound1. Show a musical Suggested instruments: Materials: instrument and get pupils to make the sound. - cymbals  Get 3 of the suggested (e.g.: a tambourine) - triangle musical instruments2. After pupils are familiar - tambourine with the sound, proceed - castanet to another instrument. - drum3. After having done at least three instruments, get Activity can be carried out in pupils to make multiple groups or between groups sounds of musical as a competition. instruments vocally. .e.g : Point to the cymbals, triangle and drum. Pupils will say „cheng‟, „ting‟ „boom‟ 25 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  8. 8. Activity Content Teacher’s NotesMove With The Sound Suggested sounds: This activity can be carried1. Make sounds related to  ting out in groups or between musical instruments  cheng groups as a competition. vocally and associate  boom . each sound with an action. Instrument Sound Action2. Pupils listen, repeat the Triangle ting sit sound and do the Cymbals cheng stand actions.3. After practising, make the Drum boom jump sounds of instruments to the vocally. Pupils listen and front carry out the actions. Song4 Sing the song and pupils (Tune -If you are happy ) carry out the actions. When the triangle tings I sit down When the cymbals cheng I stand up When the drum goes boom I don’t know what to do So I jump to the front And look at youJazz With Instruments1. Pupils make sounds Suggested sounds: made by musical instruments as shown by Instrument Sound the teacher. Triangle ting2. Display the jazz chant and Drum boom recite it line by line. Cymbals cheng3. Pupils repeat after the Tambourine ching teacher. Chant What tings? The triangle tings What booms? The drum booms What chengs? The cymbals chengs What chings? The tambourine chings 26 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  9. 9. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (c) body percussionNote: Body percussion means exploring different ways of producing sounds using parts of the body. Activity Content Teacher’s NotesListen and Do Suggested actions:1. Say and show the Can be done in actions.  clap your hands smaller groups.2. Pupils repeat after the  stamp your feet Teacher.  slap your thighs3. Pupils can take the role  snap your fingers of the teacher.  tap your feet  pat your shoulders  click your tongueSimon Says1. Give the instruction. Game: Simon Says Instructions:2. Pupils listen and do the actions. Simon says,  Pupils listen to3. Play „Simon Says‟ with ‘Clap your hands.’ teacher‟s the pupils. Simon says, instructions. ‘Touch your nose.’  When teacher ‘Close your eyes.’ says „Simon says Simon says, clap your hands ‘Stamp your feet.’ slowly.‟ pupils clap ‘Touch your ears.’ their hands slowly.  When teacher A suggested variety: says „Snap your (refer to Year 1 SK Textbook) fingers.‟, pupils Simon says, must not do the ‘Clap your hands slowly.’ action as teacher (The pupils clap their hands did not say „Simon slowly.) says…‟ Simon says, ‘Clap your hands fast’ Teachers can vary the (Pupils clap their hands fast.) actions. Simon says, ‘Stamp your feet fast.’ (refer to Yr 1 SK (Pupils stamp their feet fast) English Textbook - Simon says, page 29) ‘Stamp your feet slow.’ (Pupils stamp their feet slow.) ‘Snap your fingers.’ (Pupils should not snap their fingers.) 27 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  10. 10. Activity Content Teacher’s Notes Sing A Song1. Play a recorded song. Song 1 Teacher may vary the2. Pupils sing along. (Tune: Here We Go Round the actions.3. Sing and do the action. Mulberry Bush) This is the way Song 1: we clap our hands, clap our hands,  clap our hands clap our hands.  snap our fingers This is the way  slap our thighs we clap our hands  stamp our feet early in the morning. Song 2 (Tune: If You‟re Happy and You Song 2: Know It)  clap your hands If you’re happy and you know it  stamp your feet clap your hands (2x)  snap your fingers If you’re happy  slap your thighs and you know it  say Hello and you really want  do all five to show it If you’re happy and you know it clap your hands.Imitate the Actions Suggested actions:1. Sit in a circle on chairs.  Introduce a simple2. Begin by doing an  clap hands sequence of action.  snap fingers sounds for the3. The pupil sitting next to  slap the thighs pupils to do. the teacher repeats the  stamp the feet e.g.: clap, stamp, same action.  tap the feet clap4. The activity continues until it completes the  Do the activity in circle. groups.5. Begin another action. 28 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  11. 11. Activity Content Teacher’s Notes.Listen To The Music1. Show a musical instrument. Suggested actions: Instructions:2. Allow a pupil to play the instrument.  clap hands  When your friend beats3. Give instruction to pupils.  stamp feet the triangle once, clap4. Pupils perform an action  slap thighs your hands. when the instrument is  d snap fingers  When your friend beats played.  tap feet two times, snap your  pat shoulders fingers.  When your friend beats Suggested musical three times, clap your instrument : triangle hands and snap your fingers. No. of Action Beats one clap two snap fingers three clap & snap fingers Follow The Leader1. Introduce an action. Suggested actions: Can use pre-recorded sounds2. Play a musical instrument and pupils do the action.  clap hands3. Play the instrument faster  stamp feet and pupils do the action  slap thighs faster.  snap fingers4. Play the instrument slowly,  tap feet pupils do the action slowly.  pat shoulders5. Mix the beats (e.g. fast – slow – fast ) 29 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  12. 12. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (d) rhythm and rhymeNote:1. Rhythm and rhyme means using songs or rhymes to help them tune into the rhythm and sound of English.2. Some of the following activities should be matched with the respective letter sounds taught during the Reading lessons. Activity Content Teacher’s Notes Let’s Sing1. Sing while pupils listen. Suggested words: Materials:2. Sing together with pupils.  fat  picture cards3. Pupils sing on their own  cat . with teacher‟s guidance.  rat4. Stress words with  mat medial phoneme /æ/  bag and pupils repeat.5. Distribute picture cards Song: and say the words. (Tune of „Are you Sleeping?‟)6. Pupils with the correct I saw a fat cat, (2x) picture card say the On the mat. (2x) word aloud. It’s looking at the fat rat,7. Sing the song together. (2x) Near the bag. (2x) . Come Sing With Me 1. Sing a song. Suggested words: Materials: 2. Pupils sing along. 3. Pupils sing with  jar  picture cards teacher‟s guidance.  jam 4. Stress words with  jump initial phoneme /ʤ /  joy . and pupils repeat.  jug 5. Put a box of pictures  jelly in the middle of the classroom. 6. Call a pupil to choose a picture. 7. The pupil says the word aloud and others repeat. 30 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  13. 13. Activity Content Teacher’s Notes Song: (Tune: Old Mac Donald had a farm) Mother buys a jar of jam, j, j, j, j, j ( /ʤ/) I see the jam, I jump with joy, j, j, j, j, j ( /ʤ/) jam here, jar there, jug here, jelly there, Everywhere jam, jam, Mother buys a jar of jam j, j, j, j, j ( /ʤ/) Story Time1. Put up a composite Suggested words: Materials: picture.2. Teacher tells a story  mother  the story while pupils listen.  milk  word cards3. Pick words with initial  mug  a composite picture phoneme /m/.  mat ( refer to LS4)4. Display word cards on the board. Say the Story: words.5. Pupils come to the front Mother has a mug. and identify the words. She is sitting on a mat.6. Pupils put the words on She wants to drink milk. the picture. The milk is in the mug.7. Pupils listen and repeat. Jazz, anyone?1. Recite a jazz chant. Suggested words: Materials: Pupils repeat.  a chart of pictures2. Stress on words with  snake (refer to LS5) initial phoneme  sack /s/.Pupils say the words  sister aloud.  school Pupils chant in groups or3. Put up a chart of  sun individually. pictures. Point to a  sky picture and name the pictures. 31 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  14. 14. Activity Content Teacher’s Notes4. Pupils point to a picture Jazz Chant: and others say the word. Where is the snake? In the sack. (2x) Where is your sister? In her school. (2x) Where is the sun? In the sky. (2x) Up in the sky so blue. A Poem For You1. Play a recorded poem. Suggested words: This activity is also suitable2. Recite and pupils repeat. for teaching the medial The stress is on words  cat phoneme /æ/. with final consonant  hat phoneme /t/.  mat3. Pupils say the words  rat aloud.  pat  bat  fat  out Poem: A cat with a hat, Sitting on a mat, Waiting for the rat, Hoping for a pat. Out flew a bat, That was big and fat, That bat ate the rat, The cat ate the bat. 32 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  15. 15. Activity Content Teacher’s NotesAction , Action, Action1. Sing song with actions. Suggested words: Materials: Pupils follow.2. Stress on words with  chalk  picture cards initial phoneme /t∫/  cheek3. Pupils say the words  chicken aloud.  chair4. Put a big bag of pictures  chocolate in the middle of the classroom. Song:5. Say the word and pupils (Tune: Here we go round choose the correct the mulberry bush.) picture. This is the way We use the chalk (3x) This is the way We use the chalk Early Monday morning. This is the way We eat chicken (3x) This is the way We eat chicken Early Tuesday morning. This is the way We sit on the chair (3x) This is the way We sit on the chair Early Wednesday morning. This is the way We touch our cheeks (3x) This is the way We touch our cheeks Early Thursday morning. This is the way We eat chocolate (3x) This is the way We eat chocolate Early Friday morning. 33 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  16. 16. Activity Content Teacher’s Notes Pink Panther1. Recite a rhyme. Pupils Suggested words: repeat.2. Stress on words with  pen initial phoneme /p/.  pail3. Pupils say the words  pin aloud.  pink4. Ask pupils for other  pot words that begin with the  panther /p/ sound. Rhyme: Pink Panther sits on a pot Pink Panther has a big pail In the pail, he has a pin and a pen The pin and the pen are pink. A good education is like a savings account; the more you put into it, the richer you are. Anonymous 34 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  17. 17. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (e) alliterationNote:1. Alliteration means the repetition of the same kinds of sounds at the beginning or in stressed syllables.2. Some of the following activities should be matched with the respective letter sounds taught during the Reading lessons. Activity Content Teacher’s Notes Where’s Your Tongue1. Put up a composite Suggested word list : Materials: picture or picture cards.2. Emphasize on the  top  a composite picture objects with initial  tap  picture cards phoneme /t/.  toe e.g.:  tip t – t –t – top  ten t – t – t – tap  tent t – t – t – toe  tank t – t – t – ten  table t – t – t – tent  tiger t – t – t – tank t – t – t – table  turtle t – t – t – tiger t – t – t – turtle3. Recite the jingle or jazz Jingle: chant. Clap in rhythm.4. Say „ t- t – t‟ and tell the Ten tops turning, pupils to look at each Ten tops turning, other‟s mouth as they Turning, turning, turning. say „ t – t – t‟.5. Point to the picture and Jazz chant: ask the pupils to name the objects starting Tiger, tiger, on the table. with„t‟. On the table, on the table.6. Say the words and Turtle, turtle in the tank, pupils repeat. In the tank, in the tank. Where to see? Where to see? In the tent, In the tent. 35 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  18. 18. Activity Content Teacher’s Notes Taking A Train1. Ask pupils to imagine Suggested word list: Materials: they are in a train. They move their arms back  chair  pictures and forth and say „ch –  chalk ch- ch – choo – choo –  chin choo - choo‟.  cheese Teacher prepares pictures2. Emphasize on the  chick as suggested in the word words with initial  church list. phoneme /tf/.  cheek e.g.:  chain ch – ch – ch – chair  chocolate ch – ch – ch – chalk  chicken3. Say „ ch – ch – ch‟ and tell the pupils to look at Rhyme: each other‟s mouth as they say „ ch – ch – ch‟ Cheek and chin4. Say the rhyme or Chalk and chair tongue twister. Chocolate and cheese5. Point to the pictures and What a feast. ask the pupils to name the objects starting with Tongue twister: „ch‟.6. Riddles are given to the Choose and chew your pupils. cheese chicken sandwich. Riddles : a. Teachers use me to write on the board. What am I? b. People sit on me. What am I? 36 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  19. 19. Activity Content Teacher’s Notes‘Br’ or ‘b’; Take Your Pick1. Put up a picture. Suggested word list : Materials:2. Emphasize on the objects  pictures beginning with „b‟ and „br‟  bag e.g.:  book Teacher prepares pictures b – b – b –bag  ball as suggested in the word br – br – br – broom  bottle list.3. Recite the jazz chant.  bed4. Ask pupils to snap their  box fingers to the jazz  bear (Step 7) chant.  banana5. Say „b – b – b‟ and tell __one  boat the pupils to watch each other‟s mouth as they say  bee „b – b – b „.  bone6. Say „br – br – br‟ and tell the children to watch  bread ___oom each other‟s mouth as  broom they say „br – br – br.  brush7. Show pictures and  brick pupils have to say „b‟ or  brow „br‟. 1. Jazz chant : A boy with a ball. A boy with a ball in a bag. A boy with a ball in a bag in a box. 2. Jazz chant: There’s a bee in my boat. There’s a bear in my boat. Get a broom, get a broom. Get some bread. Get some bread. See the bee near the broom. Give the bread to the bear. The bee and the bear in my boat. 37 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  20. 20. Activity Content Teacher’s Notes Fox Gets A Fish1. Put up a picture. Suggested word list : Materials:2. Emphasize on the initial phoneme „f‟.  fish  pictures e.g.:  fin  word cards f – f – fish  field f – f – fin  fat3. Recite the jazz chant and  fox pupils repeat.  four4. Ask pupils to clap in  fan rhythm.  fed5. Say „f – f – f‟ and tell the  fur, pupils to look at each other‟s mouth as they say  fork „f – f – f‟.6. Say the words and pupils Jazz chant: show the correct picture.7. Ask a pupil to show a Fox gets a fish, picture. Another pupil A fish, a fish Teacher prepares pictures picks out the correct word Fox gets a fish as suggested in the word card and says it aloud. With a big, big fin. list.Getting The ‘mmmm’Sound Out1. Put up a picture. Suggested word list : Materials:2. Emphasize on the initial phoneme „m‟.  milk  pictures e.g.:  mug m – m – mouse  man m – m - milk  mouth3. Sing a song and pupils  mop repeat.  mat4. Ask pupils to snap their fingers in rhythm. Song:5. Say „m – m - m‟ and tell (Tune: Are You Sleeping?) the pupils to look at each other‟s mouth as they say See my mother. „m – m - m‟. See my mother,6. Point to a picture and ask Drinking milk, the pupils to name the Drinking milk, object. Sitting on the mat, Teacher prepares pictures e.g.: mouse, milk Sitting on the mat, as suggested in the word With a mug, list With a mug. 38 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  21. 21. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: ( f ) voice sounds Activity Content Teacher’s NotesWake-up1. Show pupils a sleeping Materials: doll and ask what the doll is doing.  doll – realia or picture2. Do the action of „sleeping‟ and get pupils to follow.3. Say „ssssshhh‟ softly with finger on lips and pupils follow. Make the sound from low to high.4. Pupils take turns to do the action of sleeping and others say, “Ssssshhhh! Pupils say out the name of Nora is sleeping” their friend who is sleeping.5. Put on the alarm clock and get the pupils to voice out the sound, „ kring, kring, kring! „(low to high).6. Ask pupils to stretch and yawn in three different modulations „aaah, aaaaah, aaaaaaah‟!7. Get a pupil to do the actions of sleeping and stretching while others voice out the sounds learnt. The basic idea behind teaching is to teach people what they need to know. Carl Rogers 39 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  22. 22. Activity Content Teacher’s NotesMatch Me1. Ask a few pupils their Suggested sounds: Materials: names and the sound they start with.  Various sounds of  Objects in the2. Say the initial sound of letters. classroom a pupil‟s name, followed e.g.: books, blackboard, by the name. e.g.: basket /s/ /s/ /s/ /s/ Siti /t/ /t/ /t/ /t/ Tan3. Pupils take turns to Vary initial sounds of pupils‟ voice out the initial names. sound of their friend‟s name. Teacher chooses her/his4. Ask pupils to point to or own phonemes. bring objects which match the sound vocalized. e.g.: / b / - bag / t / - table5. Pupils take turn to say a chosen phoneme and other pupils match it with objects.Blow Wind Blow1. Show pupils how to Suggested phonemes: Can be done indoors or blow balloons.  phonemes that have outdoors.2. Get pupils to blow like been taught the wind „ whoooo‟! Teacher makes the sound3. Explain how to play the from low to high. game, „Blow Wind Blow‟. Instructions:4. Pupils are divided into groups and given a Teacher : “ The big wind phoneme each. blows.”5. The group with the /b/ Pupils: “ Whooo! Blow sound shouts aloud what ? „bbbbbbbb !‟ and falls Teacher : “ Blows the down. group with the sound /b/. “ Pupils blow loudly. Repeat the activity. 40 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  23. 23. Activity Content Teacher’s NotesFeelings1. Take out a box and ask Suggested sounds: Materials: pupils to guess its content.  happy: „hahahaha!‟  Prepare masks or2. Call out a pupil to pick a  sad: „wha,wha,wha!‟ pictures with facial mask from the box.  angry : „grrrrr!” expressions:3. Pupil puts on the mask  scared: „ooohhhh!‟ o happy and others guess the o sad expression. Suggested responses: o angry4. Repeat with the other o scared masks. Sentence Response5. Ask pupils to I am Ha! Ha! demonstrate the sound happy. Ha! they make when they I am angry. Grrrr! are happy, sad, angry I am Ooohhhh! or scared. scared.6. A pupil comes out in front and puts on a mask and says a Song: sentence.7. The other pupils make ( Tune: If You Are Happy ) the laughing sound „ha! ha! ha!‟. If you are happy and you8. The activity is repeated know it, . with the other Say ‘ha! ha!’ expressions.9. Sing a song with (Use other feelings and actions. Pupils follow. expressions) Where there is an open mind there will always be a frontier. Charles F. Kettering 41 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  24. 24. Activity Content Teacher’s NotesMove Your Mouth1. Ask pupils to observe Shaping the mouth for the your mouth movement sounds: and say the sound that will be formed.  /a:/ - as in arm2. Open your mouth wide.  /ɒ/ - as in old3. Pupils respond by saying „aaaaaah!‟.  /^/ - as in put4. Do other sound  /ai/ - as in eye movements and pupils  /ɪ/ - as in pin identify them.5. Call a pupil to shape Teacher can make mouth his/her mouth according movements in a tune e.g.: to the sound and other „Are you sleeping‟ pupils produce the sound. /a://a://a://a:/6. Do the mouth movement without /ɒ// ɒ//ɒ//ɒ/ pausing and pupils /^//^//^/ follow by voicing them /ɪ//ɪ//ɪ/ aloud. /a://a://a://a:/ /ɒ// ɒ//ɒ//ɒ/ /^//^//^/ /ɪ//ɪ//ɪ/ e.g.: /a://a:/a:/ /ɒ// ɒ//ɒ/ / /^//^//^/ /ɪ//ɪ//ɪ/ 42 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  25. 25. Activity Content Teacher’s NotesFollow Me1. Show some pictures or Suggested words: Materials: toys.2. Pupils make sounds  train  picture cards, according to the picture  chick  toys or toy shown.  bird  LCD3. Pupils make the sound  dog „choo,choo,choo‟ and  ambulance, move in a circle like a train. Sounds of animals and4. Repeat with other objects: pictures or toys.5. Pupils are divided into  train - „ choo, choo‟ groups and each group  bird - „ chirp, chirp „ is given a picture.  dog - „ woof, woof „6. The groups come out and make the sound and do the movement or sound based on the picture. 43 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  26. 26. Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (g) oral blending and segmentingNote:Oral blending: blending separate sounds / phonemes together to say a word. c- a -t catSegmenting: breaking up a word into their separate sounds / phonemes and this is the reverse of blending. cat c-a-t Activity Content Teacher’s NotesBanana Split(oral blending & segmenting) Materials:1. Introduce a soft toy or Suggested words : puppet that can speak  Soft toy / puppet in *„sound-talk‟.  bat  Picture cards / realia2. Pretend that the toy is  cat  Year 1 textbooks of SK whispering to her/him.  fat and SJK3. As the toy „whispers‟,  hat  Power point show pupils a picture of  mat presentation a bat.  pat4. Breakup the word  rat according to the  sat. separate sounds (/b/ - „Sound talk‟ means to /æ/ - /t/) and then say speak by breaking up a Grapheme Phoneme the word as a whole word into their separate a /æ/ (bat). sounds b /b/5. Repeat the sounds c /k/ several times and pupils f /f/ follow. h /h/6. Ask pupils to segment m /m/ other words like cat /k/ (Refer to SK textbook pg 9 p /p/ /æ/ /t/ and then blend as and SJK textbook – Pg 16 r /r/ a whole word to cat. & 35 to look at the pictures s /s/7. Repeat with the help of of cat, rat, mat) the soft toy using other words and picture cards. 44 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  27. 27. Activity Content Teacher’s NotesKeep Us Together(oral blending)1. The toy whispers into Suggested words: the teacher‟s ear.2. Teacher repeats what Use words that pupils have the toy says. learnt.3. Blend phonemes taught earlier. e.g.: /b/ /æ/ /t/ - ba)4. Pupils pick and show the correct picture card and say the word aloud as a whole (bat).5. Activity is repeated with the other words taught earlier.Let’s Hold Hands(oral blending)1. Distribute 3 headbands Suggested words: Materials: with a letter on each headband to 3 pupils. Use words that pupils have  headbands2. Call out a phoneme learnt. according to their separate sounds (/k/ /æ/ /t/).3. Pupils listen carefully, come to the front of the classroom and arrange themselves with the help of the other pupils to form the word. After completing the task, they hold hands.4. The others say the phonemes (/k/ /æ/ /t/) and say the word (cat) t by looking at the 3 45 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  28. 28. pupils in front of the class.5. Repeat the activity with other pupils to form new This activity can be used for words. other phonemes as well. Activity Content Teacher’s Notes Who Will Win?(oral blending &segmenting)1. Divide pupils into Suggested words Materials: groups.  Prepare a pack of five2. Group members sit in a  cat picture cards for each circle.  bat group :3. Distribute equally a  rat pack of picture cards  mat with words taught  hat earlier among the group members.4. A pupil starts the game by choosing a picture and segments the word aloud. e.g.: /r/ - /æ/ - /t/5. Any member of the group with the picture of a rat will throw the card to the centre. As the card is thrown down, he/she has to blend the word. e.g.: /r/ /æ/ - /t/ - rat.6. Pupils take turn to repeat the activity until there is no more cards left. 46 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  29. 29. Activity Content Teacher’s NotesWhat’s In?(oral segmenting)1. Put realia or picture cards into boxes. Suggested words: Materials:2. Divide pupils into groups.  nouns that pupils have  boxes or bags3. Pupils sit in a circle. learnt  realia4. Give each group a box.  picture cards5. Pass the box to one of  music the pupils in the group while the music is played. The box is passed around until the This is similar to the „poison music stops. box‟ game.6. Pupil takes out an object from the box and Teacher may use this shows it to the rest of activity for other phonemes. the group.7. The rest of the group members name the object and segment the word.8. The pupil then puts aside the object used and then passes the box to the next person when the music starts.9. Repeat the activity until all the pupils have had their turn. 47 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  30. 30. Activity Content Teacher’s NotesPat and Nat(oral blending &segmenting)1. Say aloud the rhyme Rhyme: Pat and Nat Materials: „Pat and Nat‟.2. As teacher recites, I am Pat,  Prepare picture cards show pictures that P-a-t, for each group : describe lines in the I am a cat, rhyme. c-a-t, Reinforce oral blending I am a fat cat, and segmenting of f-a-t fat phrases by showing c-a-t cat various pictures. With a bat, e.g.: b-a-t. fat cat, fat rat, cat with a bat, rat with a hat. I am Nat,3. Look at the picture (e.g.: N-a-t, fat cat) and say aloud I am a rat, what pupils see (e.g.: r-a-t, fat cat). Pupils then I am a fat rat segment the words said f-a-t fat aloud earlier (e.g.: f-a-t r-a-t rat fat, c-a-t cat). With a hat,4. Repeat the activity h-a-t hat using various pictures shown. 48 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  31. 31. Learning Standard: 1.1.4 Able to talk about a stimulus with guidance.Note: The activities below can be carried out together or individually. Activity Content Teacher’s NotesIt’s Going To Rain1. Play a recorded sound of „thunder‟.2. Ask the pupils to guess Suggested Word List: Materials: and imitate the sound.  Recorded sounds e.g.3. Repeat step 1 & 2 for  thunder o thunder „strong wind‟ and „door  wind o strong wind slamming‟.  door o door slamming Replay if necessary.Let’s Make the Rain1. Introduce picture cards Materials: of different types of rain. Instructions:2. Teacher claps and says  drizzle (clap repeatedly  Picture cards of different the words. using one finger, then types of rain. (refer to LS3. Pupils practise two fingers) 6) producing the sound.  heavy rain (clap repeatedly using all five Sounds: fingers)  drizzle  heavy rainStory Telling Session1. Group pupils according Suggested sounds: Materials: to the different sounds-  recorded sound in thunder, sound of door  drizzle brainstorming session slamming, strong wind.  heavy rain could be utilised.2. Get pupils to practise  door slamming  Story their respective sounds  strong wind (refer to LS 7) and actions.  thunder3. Narrate the story and the particular group of pupils respond when they hear their sound being mentioned. 49 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  32. 32. Activity Content Teacher’s NotesRhyming Time Rhyme:1. End the lesson with Rain, rain, go away, rhyme. Come again another day, Little children want to play.Learning Standard: 1.1.4 Able to talk about a stimulus with guidance.Note: The activities below can be carried out together or individually. Activity Content Teacher’s NotesLet’s Talk1. Show pictures of rain Suggested words: Materials: and the sun. Encourage pupils to talk about the  hot  chart/ worksheet pictures.  cold (refer to LS 8)2. Put up a chart with the  yellow  picture cards picture of the sun on the  blue (refer to LS 9) left and picture of the rain on the right. Suggested questions for3. Distribute pictures of Step 1: activities.4. Prompt pupils to talk  What is this? about the pictures.  What colour is the sun?5. Call pupils at random to  How does it feel? come forward and pick a  Can you touch the sun? picture and paste it on  Can you see the sun? the correct column.6. The activity is repeated.  Can you feel the sun?  Where is the sun? (Teacher may substitute „sun‟ with „rain‟.) Suggested questions for Step 4:  What can you do when it rains?  Where would you be when it rains?  What are the things you can do when the sunJazz chant shines?7. Chant the jazz chant Sunshine and Rain Group A reads text in italic 50 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  33. 33. Activity Content Teacher’s Notes and pupils listen. The sun shines. (2x) while group B reads the8. Pupils repeat after the Shining, shining bright. rest. teacher. I love the sun.(2x)9. Divide the class into two Playing, playing in the sun. groups-A & B. Pupils to It is going to rain. (2x) chant the jazz chant Raining, raining heavily. when cued. Let us play in the rain.(2x) Playing, playing in the rainLearning Standard: 1.1.4 Able to talk about a stimulus with guidance.Note: The activities below can be carried out together or individually. 51 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  34. 34. Activity Content Teacher’s NotesTalk about Me1. Paste pictures on the Suggested word list: Materials: board.2. Pupils name each  house  pictures picture.  field (refer to LS 10)3. Pupils respond to  ball questions based on the  boy pictures.  rainLet’s Listen To a Story1. Divide the class into Suggested word list: Materials: groups and distribute a set of pictures to each  house  sets of picture cards group.  field  story chart2. Tell the class a short  ball (refer to LS 11) story using the pictures  boy in LS10.  rain3. Pupils listen and arrange the pictures on the worksheet provided.4. Call out a pupil to retell the story based on the pictures.Let’s Create a Story1. Sit in front of the pupils Suggested questions for Materials: with a big book. Steps 4 & 5:2. Tell a story using the big  Prepare a big book with book.  Who is this? pictures that can be3. Remove pictures from  What does she have? removed. the big book.  Where is she going? ( refer to LS 11)4. Call pupils at random to  What happens?  Pictures come forward and  Where is she going now? (refer to LS 12) replace the pictures with  How does she feel?  Story the new ones that are (refer to LS 13) provided.5. Pupils tell the story with Step 4: Pause at certain teacher‟s guidance. points to allow pupil to paste6. Teacher repeats the their picture. story. LS 1 52 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  35. 35. 53 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  36. 36. LS 2 BINGO CARD Set 1Set 2Set 3 54 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  37. 37. LS 3WORKSHEET ( I KNOW THE SOUND)Listen and tick the correct picture. 55 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  38. 38. LS 4 56 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  39. 39. LS 5 57 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  40. 40. LS 6 58 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  41. 41. LS 7Teacher reads the following story. Robin is at the field. He wants to play football with his friends. Suddenly, he hears a loud noise from the sky. “What is that noise?” “It is thunder!” Robin continues walking. He feels the wind blowing strongly. The wind makes a sound. He passes a row of houses. The doors slam hard. He stands still. He listens to the sound of thunder, the wind, the doors, the thunder, the wind, the doors and the thunder again. It starts to drizzle. Robin has to go home. Robin starts to run. It begins to rain heavily.* Relevant sounds to be made for the words in bold. 59 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  42. 42. LS 8What do you do when it … …shines? …rains? 60 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  43. 43. LS 9 61 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  44. 44. LS 10 62 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  45. 45. LS 11Note: Teacher reads the story.He is a . He lives in a big .One day he wants to go to the .He wants to play .Suddenly it . He runs home. . 63 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  46. 46. LS 12 64 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA
  47. 47. LS 13 This is a . She lives in a . One day, she wants to go to the .She wants to play . Suddenly it rains! She home. 65 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION, MALAYSIA

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