Teacher's guide year 3 sk & sjk


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Teacher's guide year 3 sk & sjk

  1. 1. KEMENTERIAN PELAJARAN MALAYSIAKurikulum Standard Sekolah Rendah TEACHERS GUIDE SK & SJK ENGLISH LANGUAGE YEAR 3 Terbitan Bahagian Pembangunan Kurikulum 2012
  2. 2. Cetakan Pertama 2012© Kementerian Pelajaran MalaysiaHak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagianartikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga bentuk dan dengancara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau caralain sebelum mendapat kebenaran bertulis daripada Pengarah, BahagianPembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9,Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
  3. 3. CONTENTContent iiiForeword vPreface viSection 1The English Language Curriculum 3Section 2Listening and Speaking 21Reading 49Writing 89Language Arts 117Grammar 137Section 3Sample Lesson 183Acknowledgements 201 iii
  4. 4. FOREWORD The new Malaysian English Language Curriculum f or Prim ary Schools w as int roduced in st ages beginning 2011 st art ing w it h Year 1, Year 2 in 2012 and Year 3 in 2013. Theref ore t o provide help and support t o t he t eachers, CDD has produced t his Year 3 guidebook as a usef ul resource f or t eachers in im plem ent ing t he new curriculum . CDD hopes t hat t his guidebook w ill help Year Three English Language t eachers t o get accust om ed t o t he changes in t he new English Language Curriculum and act as a valuable t eaching resource. Suggest ed t eaching and learning st rat egies and act ivit ies f or classroom t eaching and learning have been included. We hope t hat t eachers w ill gain ideas t o help t hem carry out t heir daily lessons. How ever, t eachers are encouraged not t o rely solely on t his guidebook only w hen planning lessons. Teachers are encouraged t o use t heir ow n creat ivit y and init iat ive t o plan st im ulat ing and enjoyable lessons suit able t o t heir pupils’ level and CDD w ould like t o t ake t his opport unit y t o acknow ledge w it h grat it ude t he cont ribut ions m ade by t he panel of English t eachers involved in m aking t his guidebook a realit y.Dato’ Ibrahim bin MohamadDirectorCurriculum Development Division v
  5. 5. PREFACEThis guidebook is a resource for teachers in showing strategies in which learning standardscould be achieved. Some aspects of language skills, language arts and grammar that arerequired to be taught in Year Three are covered in this book.Section 1 of the guidebook provides an overview of the English Language Curriculum whileSection 2 deals with the four language skills, language arts and grammar. Suggested activitiesare presented 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, language arts and grammar modules arepresented for each week, based on one particular theme and topic, in a coherent and cohesivemanner. These complete sample lessons are provided to help teachers plan effective andenjoyable lessons. Section 4 provides teachers with a glossary.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. Activities from the MOE Teaching courseware, the textbook and othersuitable resources are encouraged to be used when teachers are planning their lessons.This guide book is neither complete nor exhaustive by itself. The activities provided are merelysuggestions and teachers are free to improvise and adapt accordingly to the level and suitabilityof their pupils. A lot of initiative, imagination and creativity are needed by teachers in planningtheir lessons in order to extend the experiences of their pupils. Therefore, It is hoped thatteachers will find this guidebook useful and pupils will enjoy the activities and hence improvetheir English language proficiency. vi
  7. 7. THE ENGLISH LANGUAGE CURRICULUM 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 Year 1,2 and 3,and Stage Two, Year 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 Year 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.From 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 Year 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 Year 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 inYear 3, pupils will be able to focus on the development of salient language skills orsub-skills under each module through purposeful activities in meaningful contexts.This modular approach does not exclude integration of skills. However, skillsintegration is exploited strategically to enhance pupils’ development of specific andspecified language skills as described in the content and learning standards in amodule.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 for stress, rhythm and a variety of purposes. intonation. 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 Year 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 understanding of2.1 apply knowledge of a variety of linear and non- sounds of letters to linear texts in the form of print recognize words in and non-print materials using linear and non-linear a range of strategies to texts. 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 words 3.2 write using appropriate in neat legible print language, form and style including cursive for a range of purposes. 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 literary performance. texts. 4.3 plan, organise 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 TI SUMMATIVE MA 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 ea 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 p Creativity & Constructivism o 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
  23. 23. THE LISTENING AND SPEAKING SKILLThe listening and speaking skill is crucial for communication at home,at school, as well as in the community. However, this skill is often neglected or given minimalemphasis during English language lessons. In order to develop this skill, teachers have toprovide their 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. It is hopedthat the learning standards will offer teachers some ideas on how they could provideopportunities for pupils to engage in various listening and speaking activities at Year Three.The Content and Learning Standards for listening and speaking for Year 3 are: CONTENT STANDARDS LEARNING STANDARDS1.1 By the end of the 6-year 1.1.1 Able to speak with correct word stress. primary schooling, pupils will be able to 1.1.2 Able to listen to and enjoy stories. pronounce words and speak confidently with 1.1.3 Able to listen to, say aloud and recite rhymes, the correct stress, rhythm tongue twisters and sing songs paying attention to and intonation. pronunciation, rhythm and intonation. 1.1.4 Able to talk about a stimulus with guidance.1.2 By the end of the 6-year 1.2.1 Able to participate in daily conversations: primary schooling, pupils will be able to listen and (a) express good wishes respond appropriately in (b) ask for help formal and informal (c) respond to someone asking for help situations for a variety of (d) offer help purposes. (e) talk about oneself (f) introduce family members and friends. 1.2.2 Able to listen to and follow : (a) simple instructions. (b) simple directions. 1.2.3 Able to give: (a) simple instructions in school. (b) simple directions to places in school1.3 By the end of the 6-year 1.3.1 Able to listen to and demonstrate understanding of primary schooling, pupils oral texts by: will be able to understand (a) asking simple Wh-Questions and respond to oral texts (b) answering simple Wh-Questions in a variety of contexts. (c) giving True/False replies (d) sequencing with guidance. 21
  24. 24. Learning Standard: 1.1.1 Able to speak with correct word stress. Activity Content Teacher’s note Teaching focus: Noun 1. LabelsLook and Say Suggested words: STATION 11. Set up the class like a railway Two syllable words track with 4 stations as in STATION 2 Appendix 2.2. Elect pupils to be the station farmer master for each station. STATION 33. Divide pupils to form a train. 3.1 Blue Train village STATION 4 3.2 Red Train4. The trains take turns to move.5. Blow the whistle to start and stop the train. paddy6. The station master asks questions.7. Pupils respond orally. May use other words or8. Class gathers to compare chickens substitute the words for this responses from the groups. activity. The indicates the stress in the word. ducklings whistle houses Three syllable words buffaloes plantation Suggested questions: 1. Where are you now? 2. What do you see? 22
  25. 25. Learning Standard:1.1.1 Able to speak with correct word stress. Activity Content Teacher’s NoteEcho Drill Teaching Focus: Nouns Picture Cards Suggested words:1. Recite the rhyme while *Teacher may adapt or use flipping picture cards to show other rhymes. the journey. journey2. Form five groups.3. Distribute a set of picture cards to each group village4. Show a picture card to the class.5. Say the word aloud. paddy6. Group leaders pick up the picture and repeat after the chickens teacher.7. Pupils take turns to echo the word in their group. ducklings8. Repeat the activity with the rest of the words9. Pupils recite the rhyme again. whistle houses buffaloes grandfather plantation Rhyme : A Joyful Ride ( Level1&2 ) Choo….Choo….Choo Journey on a train To a village in the rain Paddy fields and buffaloes along the way What a joyful day Choo….Choo…..Choo 23
  26. 26. Plantation to seeRows of oil palm treesGreen leaves in the breezeChooo…Chooo…ChoooAttap houses everywhereGeese and chickens hereNoisy ducklings thereHear the whistle blowingLook! Grandpa is wavingAh…. the train is stoppingA Joyful Ride ( Level 3 )Choo….Choo….ChooA journey on a trainTo a village in the rainOh! What a joyful daySee paddy fields far awayAnd buffaloes in the mud to stayOh ! What a lovely dayChoo….Choo…..ChooLarge plantation to seeRows and rows of oil palm treesBunches of fruit and thick leavesSwaying gently in the breezeChooo…Chooo…ChoooPretty attap houses in rowsGeese and chickens near theburrowsSee the noisy ducklingsIn the pond happily quackingHear the whistle blowingLook! Grandpa is wavingAt last .. at last …the train is stopping 24
  27. 27. Learning Standard:1.1.2 Able to listen to and enjoy stories Activity Content Teacher’s NotesA Joy Ride Teaching focus: Nouns Story (Appendix 1) Chart (Appendix 2) 1. Put up a chart on the board. Suggested words: 2. Tell the story from station 1 Figurines of the main to station 4. village characters. 3. Ask questions to elicit grandparents pupils’ responses at every orchard Pictures of train, paddy fields, station. station oil palm plantation, buffaloes, 4. Put up figurines on the chart paddy fields lorries, attap houses, geese, as the story progresses. buffaloes chickens, ducklings and village plantation (Appendix 3) journey scenery minutes attap houses chickens ducklingsWho Stole My Clothes? Teaching focus: Past Story (Appendix 4) Tense 1. Set up a clothesline. T-shirt, trousers, towels, 2. Tell the story of `Who stole Suggested words: socks and skirts. my clothes?’ from paragraph to paragraph. woke 3. 5 pupils take turns to hang was up the clothes as they listen cleaned to the story. washed 4. Ask a pupil to pull down the went clothes as he listens to the ran last paragraph of the story. came 5. Ask questions to elicit cooked pupils’ responses at the end said of each paragraph. started 6. Allow time for pupils to respond to make different conclusions of the story orally. 25
  28. 28. The Mouse and the Teaching focus: Pictures of a caterpillar, mouse Caterpillar Adjectives and butterfly. Suggested words: 1. Prepare pictures of a Text (Appendix 5) caterpillar, mouse and a friendly butterfly. beautiful Chart (Appendix 6) 2. Tell the story part by part. shocked 3. Use different voices for the green two characters. small 4. Ask questions to elicit sad pupils’ responses. fat 5. Allow time for pupils to new respond. close busy rich tallLearning Standard:1.1.3 Able to listen to, say aloud and recite rhymes, tongue twisters and sing songs paying attention to pronunciation, rhythm and intonation. Activity Content Teacher’s noteStress Clap Teaching focus: Materials Two syllable words Word cards journey1. Recite the rhyme while flipping picture cards to journey show the journey. village2. Repeat but this time clap paddy plantation village at focus word. chickens ducklings whistle grandfather paddy Three syllable words buffaloes plantation chickens grandfather buffalos Rhyme ducklings Choo….Choo….Choo A journey on a train To a village in the rain whistle Oh! What a joyful day See paddy fields far away And buffaloes in the mud houses to stay Oh ! what a lovely day 26
  29. 29. Choo….Choo…..Choo Large plantation to see Rows and rows of oil palm trees Bunches of fruit and thick leaves Swaying gently in the breeze Chooo…Chooo…Chooo Pretty attap houses in rows Geese and chickens near the burrows See the noisy ducklings In the pond happily quacking Hear the whistle blowing Look! Grandpa is waving At last ..at last .. the train is stoppingLearning Standard:1.1.3 Able to listen to, say aloud and recite rhymes, tongue twisters and sing songs paying attention to pronunciation , rhythm and intonation. Activity Content Teacher’s noteI love to sing Teaching Focus: ‘wh’ Song Chart questions.1. Put up the song chart.2. Pupils sing the song ‘The Suggested questions: Happy Wanderer’ with 1. What is the title? actions. 2. Where are you going?3. Teacher asks Wh-questions. 3. What do you see on the4. Pupils answer. way?5. Pupils sing the song again with actions. The Happy Wanderer I love to go a-wandering, Along the mountain track, And as I go, I love to sing, My knapsack on my back. Chorus: Val-deri,Val-dera, Val-deri, Val-dera-ha-ha-ha-ha-ha Val-deri,Val-dera My knapsack on my back. 27
  30. 30. I love to wander by thestreamThat dances in the sun,So joyously it calls to me,"Come! Join my happy song!"I wave my hat to all I meet,And they wave back to me,And blackbirds call so loudand sweetFrom evry green wood tree.High overhead, the skylarkswing,They never rest at homeBut just like me, they love tosing,As oer the world we roam. 28
  31. 31. Learning Standard:1.1.4 Able to talk about a stimulus with guidance. Activity Content Teacher’s Notes1. An Outing Teaching focus: Nouns Suggested Items :1. Prepare a box of items. 1. A Picnic Basket2. Ask pupils to talk about the 2. A Set of Art Tools for items in the box. Painting2. Advertisement from Teaching focus: Materials Newspaper or TV clips Adjectives 1. Newspapers1. Choose an advertisement 2. Video Clips or a video clip focusing on Suggested words: 3. Magazines moral values. 4.2. Ask pupils to talk about the generous advertisement/video clip. responsible3. Ask questions to elicit caring responses pertaining to the advertisement/video clip.2. Advertisement from Teaching focus: Materials Newspaper or TV clips Adjectives 5. Newspapers1. Choose an advertisement 6. Video Clips or a video clip focusing on Suggested words: 7. Magazines moral values. 8.2. Ask pupils to talk about the generous advertisement/video clip. responsible3. Ask questions to elicit caring responses pertaining to the advertisement/video clip.Life Cycle of a frog Teaching focus: Sequence connectors Pictures pertaining to the life cycle 1. Prepare pictures for each Suggested words: of a frog. phase of the cycle. 2. Ask pupils to talk about first each phase. then 3. Ask questions to encourage next active participation. finally frog eggs tadpole young frog 29
  32. 32. Learning Standard:1.2.1 Able to participate in daily conversations: a) express good wishes Activity Contents Teacher’s NotesListen and Respond Teaching focus : Social Items for dress-up. Expressions1. Dress pupils up as the *This activity can be done in pairs, following characters. Dialogues: groups or as a whole class. A : I am 80 years old. A: grandfather holding a R : Happy Birthday! birthday cake B: an athlete holding B : Hooray! I won the first a trophy prize. C: someone looking sad R : Congratulations! D: someone carrying a luggage C : My grandmother is not E: a new pupil to the class well. R : We hope she will get2. Each pupil takes turn to well soon. listen to the teacher and say aloud the statement to D : I am leaving for the whole class. Singapore now. R : Have a safe journey.3. Pupils respond orally. E: Hello, I’m Imran. R: Welcome to our class.Learning Standard:1.2.1 Able to participate in daily conversations: b) ask for help Activity Contents Teacher’s NotesWhat’s In the Musical Box? Teaching focus : Pictures of situations Dialogues1. Prepare 10 pictures of various Pictures and questions An attractive box situations. P1- A child asking for help2. Play the music and pass the when doing homework. CD player and CD musical box around. Q : Could you help me3. When the music stops, a pupil with my homework picks up a picture. please? Suggested Responses:4. Pupil shows the picture to the Could you please…? class. P2- A child trying to cross a Would you mind…?5. Class respond. busy road. Do you mind…? Q : Can you help me to Please help… cross the road? P3- A girl fell and hurt her 30
  33. 33. feet. Q : Can you please help me? P4- An old lady carrying two heavy bags. Q : Please help me to carry these bags.Learning Standard:1.2.1 Able to participate in daily conversations: c) respond to someone asking for help Activity Contents Teacher’s NotesPlease help… Teaching focus : Social Old telephone Expressions1. Prepare situations on CDs. Dialogues and responses. Dialogues on CD2. When the telephone rings, D1 : Could you please help a representative from each me with my group takes turn to pick up homework? * Teacher can prepare any the telephone on the teacher’s R : Yes, of course. appropriate situations to encourage table. pupils’ active responses.3. Teacher plays the CD. D2 : Do you mind taking4. The class listens to the me across the road? Suggested Responses: situation. R : Of course, I don’t Of course…5. The pupil with the telephone mind. Let us cross Most certainly… responds loudly and the class the road together. Sure… repeats the response verbally Let me help … aloud. D3 : Help! I can’t walk. Gladly… R : Let me help you. D4 : Would you mind helping me with these bags? R : Of course, I wouldn’t mind. Let me take the bags for you.Learning Standard:1.2.1 Able to participate in daily conversations: d) offer help Activity Contents Teacher’s Notes Pic card 1 : pregnant woman in theWhat would you do? Teaching focus : Social bus Expressions/Actions Pic card 2 : a blind man crossing1. Prepare picture cards of the road situations. Pic card 3 : a teacher carrying2. Give each group a picture heavy books card. Pic card 4 : mother cooking3. Pupils respond accordingly. Pic card 5 : an old man who falls 31
  34. 34. 4. Group members role-play the and injures himself situation in their picture card. *Teacher can substitute suggested situations with their own.Learning Standard:1.2.1 Able to participate in daily conversations: e) talk about oneself Activity Contents Teacher’s NotesVIP on stage Teaching focus : Simple Microphone Sentences1. Set up a stage in front of the Tape recorder class.2. Pupils introduce themselves. I am _____________. Video camera (optional)3. Tape it. I am _________ years4. Replay and let the pupils old. listen. I like to eat __________. My hobbies are __________.Learning Standard:1.2.1 Able to participate in daily conversations: f) to talk about one’s family/friend Activity Contents Teacher’s NotesWe love our family Teaching focus : Simple Ask pupils to bring photographs of Sentences their families.1. In pairs, pupils sit and face each other to form a big circle. Suggested sentences:2. Pupils pair up and exchange 1. This is Johan’s their family photographs. family.3. Pupils talk about their families 2. His father is a4. Call out a few pupils at random banker. to talk about their partner’s 3. His mother is a family. teacher. 4. His brother is ten years old 5. They like to go to the beach. 32
  35. 35. Learning Standard:1.2.2 Able to listen to and follow: a) simple instructions Activity Contents Teacher’s NotesMaking A Puppet Teaching Focus: Verbs Instructions & Materials (Appendix 7)1. Prepare materials to make Suggested Words: puppets.2. Divide pupils into groups of 5. cut Materials:3. Distribute materials to each draw a. egg shells group. tie b. plastic bottles4. Read instructions aloud step paste c. glue by step. d. skirts5. Pupils listen and follow the e. blouses steps. f. wool g. magic pensLet’s Go to the Garden Teaching Focus: gloves Imperatives boots1. Pupils listen to the teacher’s hat instructions and follow. Suggested instructions: sun glasses2. Pupils can work individually, in pairs or groups. 1. Wear your gloves. 2. Put on your boots. 3. Wear your hat. 4. Put on your sun glasses.Learning Standard:1.2.2 Able to listen to and follow: b) simple directions Activities Contents Teacher’s NotesA Maze Teaching Focus: Verb and Materials: 1. Prepare a maze in the a. skittles classroom as shown in the Preposition b. balls picture. Suggested Words: c. baskets 2. Place a basket of balls at the pick d. cloth to blindfold starting point and an empty take basket at each exit. put Maze (Appendix 8) 3. Blindfold the pupil. turn 4. Read the directions to the walk pupil. left 5. Pupil listens to the teacher right and follows the direction. straight 33
  36. 36. Learning Standard: 1.2.2. Able to give: a) simple instructions in school Activity Contents NotesIn The Library Teaching Focus: Simple Suggested instructions instructions 1. Take off your shoes.1. Discuss the do’s and don’t’s 2. Be silent. in a library. 3. Choose a book to read.2. Play “Simon Says” in the 4. Return your book to the classroom.3. Bring pupils to the library. shelf.4. Choose a pupil to give 5. Arrange the books neatly. instructions. 6. Push the chairs in. 7. Put on your shoes. 8. Line up. 9. Walk quietly to your class.Learning Standard:1.2.3 Able to give: b) simple directions to places in school Activity Contents MaterialsWhere Am I? Teaching Focus: Simple A big chart of the school plan. directions1. Put up the school plan. A long pointer.2. Allow pupils to identify the Suggested instructions places in the school. 1. Walk straight ahead. 2. Turn left. Coloured pointers/magnetic3. Create situations. 3. Turn right. buttons. (to mark the starting4. Pupils work in pairs. 4. ………… is on your and finishing line) A – to listen to the teacher and give simple instructions. right. 5. ………… is to your left. School Plan (Appendix 9) B – to point the route with a pointer as he/she listens to A. Situations5. Repeat the activity with other Examples: pairs. 1. Siti is at the office. She wants to go to the hall. Muthu is at the 2. field. He wants to go to the Science Garden. 34
  37. 37. Learning Standard:1.3.1 Able to listen to and demonstrate understanding of oral texts by : a) asking simple Wh-Questions b) answering simple Wh-Questions Activity Content Teacher’s noteYoung Reporters Teaching Focus: ‘Wh’ questions Story (Appendix 1)1. Divide pupils into groups.2. Group leaders read the STATION 1 *Make use of stories such as The story/Pupils listen to the pre- 1. What did you see ? Princess and the Dragon, recorded story in their 2. Who was the driver ? Shoemaker and Mr.King or groups. Anansi the Spider from the reading3. Each group takes turns to sit STATION 2 module. in front of the class and class 1. What did you see at members ask questions to Station 2? elicit information about the 2. How many buffaloes were in the mud? story. 3. What colour were the4. Group members answer the buffaloes? questions.5. Repeat this with other STATION 3 groups. 1. What did you see at this station? 2. What were in the plantation? Before the activity, the 3. What was carrying the teacher can drill the oil palms? questions. STATION 4 1. What type of houses did you see? 2. What animals were there? 3. Where were the ducklings? 4. What were they doing? STATION 5 1. What did you hear? 2. What was grandfather doing? 3. Was your grandfather happy to see you? 35
  38. 38. Learning Standard:1.3.1 Able to listen to and demonstrate understanding of oral text by: c) giving ‘True’ or ‘False’ replies. Activity Contents MaterialsA Letter Teaching Focus: Letter in an envelope. Simple Past Tense1. Prepare a letter and put it in an Letter (Appendix 10) envelope.2. Ask a colleague to send the letter to the class.3. Open the letter in front of the pupils.4. Read the letter aloud.5. Pupils listen to the teacher.6. Ask true/false questions based on the letter.7. Pupils answer true/false.Learning Standard:1.3.1 Able to listen to and demonstrate understanding of oral text by: d) sequencing with guidance. Activity Contents MaterialsShopping For Mom Teaching Focus: Simple Sequence of cut out pictures in Past Tense envelopes.1. Prepare a brief story.2. Prepare a sequence of cut Story (Appendix 11) out pictures pertaining to the story. Pictures (Appendix 12)3. Put each set of pictures into 5 or 6 envelopes.4. Distribute the envelopes to each group.5. Read aloud the story.6. In groups, pupils arrange the pictures according to the correct sequence. 36
  39. 39. Appendix 1 A Joy Ride Razak and Chong Keat are good friends. Chong Keat has never been to avillage before. One weekend, Razak decides to take Chong Keat to his grandparents’ village.Razak’s grandparents own an orchard. Razak and Chong Keat are at the railway station. Chong Keat is very excited.It is his first time travelling by train. What a journey! Chong Keat and Razak enjoy the beautiful scenery. Soonthey arrive at Station 2. They see paddy fields and buffaloes. After five minutes,the train leaves Station 2. After thirty minutes, the train arrives at Station 3. They see an oil palmplantation and big lorries carrying the oil palms. Along the way to Station 4, they see many attap houses, a gaggle of geeseand a brood of chickens. There is also a flock of ducklings in a pond. Chong Keat isvery excited. Finally, they arrive at Razak’s grandparents’ village, Kampung Pinang Sayang.His grandparents are happy to welcome them. 37
  40. 40. Appendix 2 Kampung Pinang Sayang 43 21 Railway Station 38
  41. 41. Appendix 339
  42. 42. Appendix 4 Who stole my clothes? It was a warm morning. Leela woke up early. Her mother was sick and she wasresting in bed. Leela cleaned the house and she washed the clothes. “The sun is up. I must hang up the clothes!” Off she went outside and started to hang up the clothes. Up went the T-shirts Up went the trousers Up went the towels socks and skirts. Then Leela ran into the kitchen and cooked some porridge. She did not see agoat behind the thick green bushes.. “Me…ek! Me…ek!,” said the goat. “ What lovely clothes!” Down came the T-shirts Down came the trousers Down came the towels, socks and skirts. Soon, Leela came out.**What do you think happened next?** Who stole Leela’s clothes? 40
  43. 43. Appendix 5 The Mouse and the Caterpillar Once upon a time, there lived a friendly mouse in a small cottage. He enjoyedgoing for walks in the woods. One day, he saw a fat caterpillar on a yellow leaf. “Hello there! I’ve never seen you here before. Are you new here?” “Yes, I am new to this part of the woods.” “Let’s be friends!” Since that day, the mouse and the caterpillar became close friends. After sometime, the mouse went to the busy city to visit his rich cousins. Three weeks later, the mouse came back and decided to visit the caterpillar. Ohno! The caterpillar was not there. The mouse sat on a small tree stump and waited. Suddenly a beautiful butterfly emerged from the tall trees. “Hello Mr. Mousey, why are you so sad?” “Have you seen my friend Cater? Cater is not here. I don’t know what happenedto Cater!” “Don’t you recognize me, Mr. Mousey? I am your friend!” The mouse was shocked and laughed. He could not believe it was Cater. Thebutterfly explained how Cater became a butterfly. “Now, listen carefully, Mr. Mouse. I hatched from an egg. People called mecaterpillar. I ate a lot of leaves. I became fat. Then, people called me a pupa. I wasresting in the pupa for some time. Finally, from a pupa, I became a butterfly.” “Wow! It sounds like magic and you are more beautiful now.” Together they laughed happily. 41
  44. 44. Appendix 6 Life Cycle of a Butterfly Butterfly EggPupa Caterpillar 42
  45. 45. Appendix 7Making a puppetInstructions:1. Colour and cut out the blouse and skirt.2. Glue the wool on top of the egg shell.3. Mount the egg shell on top of the bottle.4. Glue the blouse and skirt on the bottle.5. Draw the eyes, nose and mouth on the egg shell. 43
  46. 46. Appendix 8Maze 1.2.2(b)Note : Teacher to prepare the front portion of the class or field. 44
  48. 48. Appendix 10Instruction: Listen to the statements carefully and state ‘true’ or ‘false’. 1. Surin Nam Pritsom lives in Bangkok. True / False 2. She visited her grandfather’s farm. True / False 3. There were less than fifty crocodiles in the True / False farm. 4. The crocodiles had hard and rough scales. True / False 5. The men fed them fish. True / False 6. Surin did not enjoy the trip. True / False 46
  49. 49. Appendix 47
  50. 50. Appendix 1248
  51. 51. THE READING SKILLAt the end of primary education, pupils should be able to apply knowledge of sounds of letters torecognise words in order to begin reading and then move on to the more complex skill using a range ofstrategies to construct meaning from the text read. The ultimate goal of the reading component inprimary school is to produce pupils who will be able to read independently for information and enjoyment.The Content and Learning Standards for Year 3 are: CONTENT STANDARDS LEARNING STANDARDS2.2 By the end of the 6-year 2.2.1 Able to apply word attack skills by: primary schooling, pupils (a) grouping words according to word categories. will be able to demonstrate (b) identifying words similar in meaning understanding of a (c) identifying words opposite in meaning variety of linear and non- linear texts in the form of 2.2.2. Able to read and understand phrases and sentences in print and non-print linear and non-linear texts. materials using a range of strategies to 2.2.3 Able to read and understand simple and compound construct meaning. sentences. 2.2.4. Able to read and understand a paragraph with simple and compound sentences. 2.2.5 Able to apply dictionary skills to locate words. (a) entry points. (b) exit points.2.3 By the end of the 6-year 2.3.1 Able to read for information and enjoyment with guidance: primary schooling, pupils will be able to read (a) fiction independently for (b) non- fiction information and enjoyment.In order to achieve the abovementioned, content standards and learning standards have been devisedprogressively. The teaching of reading in the early stages begins at the word and phrase levels beforeprogressing to sentence recognition and reading at the paragraph level. Gradually, pupils are taught toextract specific information from a text and to respond to a text with their own ideas and opinions. 49
  52. 52. Learning Standard :2.2.1 Able to apply word attack skills by: (a) grouping words according to word categories. ACTIVITY CONTENT TEACHER’S NOTES Animal Hunt List of animals: i. rabbit1. Paste word cards around the ii. monkey Word cards on animals classroom. iii. squirrel (Appendix 1)2. Divide pupils into groups . iv. camel3. Instruct pupils to look for as many v. goose * other word cards can word cards as they can. vi. cow be used to replace4. Pupils read aloud the word cards vii. horse animal cards. collected. viii. elephant.5. Pupils categorize the animals. ix. hamster Examples:6. Pupils present their work. x. turkey7. Feed back on presentations. Wild Tame Flowers monkey rabbit squirrel goose Vegetables camel cow horse turkey Fruits elephant hamsterLearning Standard :2.2.1 Able to apply word attack skills by: (b) identifying words similar in meaning. ACTIVITY CONTENT TEACHER’S NOTES Story : The Day I Met a GiantFind My Twin It was a nice day. I was feeling happy. * Synonym word cards1. Project/Put up the story “ The Day I I went for a walk in the (Appendix 2) Met a Giant” on the screen /board. woods.2. Distribute 2 synonym cards to each Then I met a giant. group. He was very big.3. Teacher or pupils read the story. I was scared.4. Read the words in bold. I decided to run and look5. The group that has the synonym for a place to hide. card for the words in bold shows the I climbed a tree. word card. The giant came closer.6. Repeat with other words. He found me.7. Pupils read the story again with the “Found you” he said.” Now new set of synonyms. it’s my turn to hide and you can seek!” 50
  53. 53. Learning Standard:2.2.1 Able to apply word attack skills by : (c) identifying words opposite in meaning. ACTIVITY CONTENT TEACHER’S NOTESAntonym Jigsaw Antonyms * Antonym Jigsaw (Appendix 3)1. Divide pupils into groups. 1. happy-sad2. Give each group an antonym jigsaw. 2. fat – thin Story (Appendix 4)3. Pupils complete the jigsaw. 3. old – young4. Pupils identify and read the words 4. dirty – clean found in the jigsaw. 5. sunny – gloomy5. Pupils give the antonyms for the 6. blunt – sharp words identified.6. Pupils read the story given and Story text replace the words in bold with their There lived a happy man antonyms. named Jones. He was fat and7. Pupils read the new story. old. He always wore dirty clothes. One sunny day, he wanted to eat sugar cane. He could not cut it with his blunt knife.Learning Standard :2.2.2. Able to read and understand phrases and sentences in linear and non-linear text. ACTIVITY CONTENT TEACHER’S NOTESThe Princess and The Dragon Story (Linear Text)1. Pupils are given figurines of The Princess and The Dragon 1. Figurines characters. 2. Phrase cards2. Paste phrase cards on the board. -Refer to the story ‘ The (Appendix 5)3. Pupils match the figurines to the Princess and The Dragon’. phrase cards. 3. The story4. Pupils read aloud all the phrases. (Appendix 6)5. In groups, give pupils sentence strips of the story ‘ The Princess and The 4. Sentence strips Dragon’. (Appendix 7)6. Pick a group to start a story chain. (This group identifies and reads the first sentence of the story.)7. The first group to identify the second sentence continues the story chain. (This activity is repeated until the whole story is completed.)8. Pupils read the whole story. 51
  54. 54. Learning Standard :2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts. ACTIVITY CONTENT TEACHER’S NOTESWhat does the message say? Message (Linear Text) Message: Sentence strips1. Divide pupils into groups. (Appendix 8)2. Each group is given sentence strips of To : Ah Seng a message. From : Alief3. Pupils arrange the sentence strips to form a message. Date : 13 March 20114. The first group to finish, reads the message. Time : 2:30 p.m.5. Ask questions based on the message. Pupils answer orally. I came to your house6. In groups, pupils draft simple but you weren’t in. I left the messages to their friends.7. Pupils read aloud their messages. book you wanted with your brother. The book is overdue. Call me tonight when you are free. Questions: 1. Who wrote the message? 2. Who was the message for ? 3. What did Ah Seng ask from Alief? 4. Why do you think Alief asked Ah Seng to call? 52
  55. 55. Learning Standard :2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts. ACTIVITY CONTENT TEACHER’S NOTES People Work People work People Work Rhyme Puzzle 1. Pupils complete a puzzle in groups. People work in the country (Appendix 9) 2. Put up the rhyme – People Work People work in the town 3. Pupils recite the rhyme: People work day and night To make the world go round - model reading - shared reading Nigel Naylor, he’s a tailor http://learnenglishkids. He makes trousers, suits and britishcouncil.org/en/ shirts Penny Proctor, she’s a doctor Comes to see you when it hurts Peter Palmer, he’s a farmer He’s got cows and pigs and sheep Wendy Witter, babysitter Minds the kids when they’re asleep Mabel Meacher, language teacher Teaches English, French and Greek Gary Gummer, he’s a plumber Call him when you’ve got a leak Patty Prentice, she’s a dentist Keeps your teeth both clean and white Ronnie Ryman, he’s a fireman Comes when there’s a fire to fight People work in the country People work in the town People work day and night To make the world go round People Work (simpler version) People work in the country People work in the town People work day and night To make the world go round Nigel Naylor, he’s a tailor He sews trousers, skirts and shirts Penny Proctor, she’s a doctor Come to see her when you are sick 53
  56. 56. Peter Palmer, he’s a farmer He’s got cows and sheep Wendy Witter, babysitter Her job is to take care of kids Mabel Meacher, she‘s a teacher Teaches English to her pupils Gary Gummer, he’s a plumber He repairs broken pipes Patty Prentice, she’s a dentist She keeps your teeth healthy Ronnie Ryman, he’s a fireman He helps to put out fire People work in the country People work in the town People work day and night To make the world go roundLearning Standard :2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts. ACTIVITY CONTENT TEACHER’S NOTES Movie Poster Movie Poster BEN 10 (Non- BEN 10 Poster linear text) (Appendix 10) 1. Pupils are given a movie poster of BEN 10. Discussion questions. Incomplete Poster 2. Ask questions about the poster . a. This is a movie poster. (Appendix 11) (see discussion questions) Can you give me the name 3. Ask pupils to read the information of the movie? Information transfer in the poster. b. How many characters do table. 4. Pupils are given a BEN 10 poster. you see in the poster? (Appendix 12) They fill in the name of the c. Can you name the characters in groups. characters? 5. Pupils are given a table to complete.( refer to the table on BEN10) 6. Pupils read out the completed table. 54
  57. 57. Learning Standard:2.2.3 Able to read and understand simple and compound sentences. ACTIVITY CONTENT TEACHER’S NOTESRead and Draw Sentence strips * sentence strips (Appendix 13)1. Put the first sentence strip on the I came home on a windy board. day. * frame of a house and2. Ask pupils what they think happened. I found all the clothes blown a garden3. Put the second sentence strip. away. (Appendix 14)4. Pupils read aloud the sentence strip Dad’s shirt and tie flew up in and draw on the frame given. the sky.5. Repeat steps 3 and 4 with other Sister’s skirt fell into the dirt. sentence strips. My three socks were in the6. Pupils compare their drawings with box. each other. Brother’s jeans ended up in7. Teacher shows the correct drawing – the dustbin. discussion. Mum’s old hat looked good on the cat. My shirt and shorts were in a puddle of water.Learning Standard:2.2.4 Able to read and understand a paragraph with simple and compound sentences. ACTIVITY CONTENT TEACHER’S NOTESRead and Sequence Text (Appendix 15)1. Ask pupils to read the text aloud. Picture (Appendix 16)2. In groups, they are given worksheets.3. Pupils read the text again and complete the picture.4. Extension: Pupils choose their favourite clown and talk about it. 55
  58. 58. Learning Standard:2.2.5 Able to apply dictionary skills to locate words. (a) entry points (b) exit points ACTIVITY CONTENT TEACHER’S NOTESDictionary War Sample dictionary page Words (Appendix 17)1. Guide pupils to look for (This activity can be done with the meaning of the word alien other words.) ‘alien’ from the dictionary. dangerous2. Explain entry/exit points claws to locate words in the weighs Note: dictionary. (refer puddle attachment) a. Get pupils to look up the3. Divide class into groups. first two letters of the4. Each pupil needs a word at the top left hand dictionary. and right hand corner of5. Teacher writes four words the page ; for e.g. for the on the board. word ‘alien’, look for ‘al’.6. Each pupil in the group b. After you have identified finds one word in the the first two letters and if dictionary and points to it. there are more than one7. When all members of the page with the same group have located all letters, look for the next four words they raise their letter. For the word hands. ‘alien’; you need to look8. Then, pupils read out the for ‘ali’. meanings of the words c. After finding, ‘ali’ then found. scan the page and9. The first group to raise identify the word. their hands is awarded d. The word on the top left points. hand or right hand corner is called the ‘entry’ point. The word that you have been looking for is called the ‘exit’ point. 56