Documente Academic
Documente Profesional
Documente Cultură
TEACHER'S GUIDEBOOK
ENGLISH
YEAR 2
Terbitan
2011
CONTENT
Foreword
Preface
v
vii
Section 1
The English Language Curriculum
The Year Two English Syllabus
3
19
Section 2
Listening and Speaking
Reading
Writing
Language Arts
25
69
137
167
Section 3
Sample Lesson 1
Sample Lesson 2
Sample Lesson 3
Sample Lesson 4
211
231
267
285
Section 4
Assessment Checklist
Glossary
303
313
Acknowledgements
315
FOREWORD
PREFACE
This teachers guidebook serves as a guide to teachers with regard to the learning standards
that should be achieved. It covers some aspects of the language skills, language arts as well
as the suggested word list required to be taught in Year Two.
Section 1 of the guidebook provides an overview of the English Language Curriculum while
Section 2 deals with the four language skills as well as language arts. Suggested activities are
presented in a 3-column table for each module.
The first is the activity column where
suggested activities for teachers include explanations and teaching steps. The second is the
content column which includes teaching points and the suggested word list. The third is the
teachers notes column which includes teaching aids/materials and other instructions for
teachers.
Section 3 consists of complete sample lessons. In this section, teachers will be able to see and
understand how the different language skills and language arts modules are presented for each
week, based on one particular theme and topic, in a coherent and cohesive manner. Finally,
Section 4 provides teachers with sample assessment checklists which the teacher can use to
conduct formative assessment in the classroom. These complete sample lessons are provided
to help teachers plan effective and enjoyable lessons.
The guidebook provides suitable and practical suggestions of teaching methods via the
materials provided. However, teachers are in a better position to make appropriate and relevant
decisions when planning their lessons. There is no single best way and teachers have to use
their pedagogical content knowledge, experience, skills and creativity to plan their lessons in
order to help their pupils learn better. Teachers should decide on a theme/topic and then select
suitable listening and speaking, reading, writing and language arts activities to be used for
teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching
courseware, the textbook and other suitable resources when planning their lessons.
Assessment is an important aspect of the teaching-learning process. Continuous formative
assessment is used as a means of gaining essential feedback and to keep track of pupils
progress. Awareness of pupils capabilities will enable teachers to plan activities for further
development. Teachers should set school based assessments for learning standards dealt with
in the classroom.
This guide book provides some suggestions for the acquisition of the four language skills.
Teachers need to use their initiative, imagination and creativity in planning their lessons in order
to extend the experiences of their pupils. It is hoped that teachers will find this guidebook useful
and pupils will enjoy the activities and hence improve their English language proficiency.
vii
CURRICULUM OVERVIEW
SYLLABUS OVERVIEW
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 thats appropriate to the pupils level of development.
OBJECTIVES
2
3
1
OBJECTIVES
4
CONCEPTUAL FRAMEWORK
Primary education is divided into two stages: Stage One refers to Years 1,2 and 3,
and Stage Two, Years 4, 5 and 6. The English Language Curriculum has been
designed in two strands. Strand 1 is the language focus and strand 2 is language
arts. Language focus deals with language skills such as listening & speaking,
reading, writing and grammar. Language arts deals with music, poetry, drama and
childrens literature.
As English language learning is developmental, the focus in Years 1 and 2 is basic
literacy. This is done by building a strong foundation in basic literacy skills namely
reading through phonics, penmanship and basic listening and speaking. Activities
are contextualized and fun-filled with integration of language skills in meaningful
contexts.
In Year 3 and onwards, pupils will further develop the ability to speak, listen, read
and write in English meaningfully, purposefully and with confidence. A grammar
module is introduced from Year 3 to enable pupils develop a sound grasp of the
language structures and rules of grammar.
The Language Arts module has been added to the English language curriculum from
Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays
written in English.
LEVEL 1
(Years 1, 2 & 3)
LEVEL 2
(Years 4, 5 & 6)
STRAND 1
STRAND 2
LANGUAGE FOCUS
LANGUAGE ARTS
Music
Poetry
Drama
Class Readers
Literature
English at Play:
Music, Poetry & Drama
CURRICULUM ORGANISATION
The curriculum is modular in design and this is reflected in the organisation of the
content and learning standards.
In Years 1 and 2, the English language curriculum emphasises the development of
basic language skills so that pupils will have a strong foundation to build their
proficiency in the language. In this initial stage, there will only be four modules;
namely:
1.
2.
3.
4.
From Year 3 onwards, where pupils build on the skills they have acquired in Years 1
and 2, a fifth module, Grammar, is added to the above four modules. Therefore, the
modules for this stage are:
1.
2.
3.
4.
5.
The following diagram shows the conceptual framework of the curriculum model.
READING
WRITING
LANGUAGE ARTS
GRAMMAR
STAGE TWO
(YEARS 4-6)
STAGE ONE
(YEARS 1-3)
Fig.1 The Modular Configuration
The modularity of the English Language Curriculum Standards for Primary Schools is
a modularity of focus. By organising the curriculum standards under five modules
(four for Years 1 and 2), pupils will be able to focus on the development of salient
language skills or sub-skills under each module through purposeful activities in
meaningful contexts. This modular approach does not exclude integration of skills.
However, skills integration is exploited strategically to enhance pupils development
of specific and specified language skills as described in the content and learning
standards in a module.
The approach taken in this curriculum stresses the need for pupils to develop all the
four language skills: listening, speaking, reading, and writing. Teachers are expected
to sustain a cohesive and coherent organisation between the listening and speaking,
reading and writing skills. For the language arts module, teachers may plan lessons
in relation to the language skills taught or they may come up with generic lessons.
Teachers should incorporate the fun element in specified contexts to make their
lessons meaningful.
Good time management is also essential. Keeping in mind the time allocated for
teaching English in SK and SJK schools is different; lessons should be organized in a
manageable form in order to give pupils every opportunity to take part in language
activities.
In order to facilitate and maximise learning, language skills must be repeated and
used constantly. Some activities have been suggested in this book. However,
teachers are encouraged to design more creative and challenging tasks and activities
based on the needs and interests of pupils. This is important so that appropriate
activities and materials are used with pupils of different learning profiles with the
intention of helping them to realise their full potential and enable them to gradually
develop the ability, knowledge and confidence to use the language effectively.
LISTENING AND SPEAKING SKILLS
Overview
Listening and speaking are seen as core skills of early literacy. As such, pupils
should be taught:
how to listen carefully;
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:
1.2 listen
and
respond
appropriately in formal
and informal situations
for
a
variety
of
purposes.
1.3
understand
and
respond to oral texts
in a variety of
contexts.
The content standards above are achieved through learning standards that have
been devised carefully throughout primary schooling. Learning standards have been
developed from basic listening and speaking in order for pupils to grasp the sounds
of the English language before learning to articulate words and phrases. This is
supported with a flooding of English sounds and words by the teacher especially in
cases where pupils do not have any exposure to the English language.
The learning standards begin with basic listening and speaking skills which have
been 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 interest
Relationships are established through the ability to communicate by listening first
then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident
speakers who can communicate clearly, appropriately and coherently in any given
context using language to explore the possibilities and opportunities. Pupils need to
listen carefully and respond to what others say and think about the needs of their
listeners. Social conventions in listening and speaking such as turn taking, politeness
and courtesy need to be observed. These are crucial especially in group discussions
where viewpoints and opinions are exchanged.
READING SKILL
Overview
The teaching of reading skills:
enables pupils to become independent readers who are able to comprehend
a text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence
recognition and reading at the paragraph level.
focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text
with their own ideas and opinions.
In order to achieve the abovementioned, content and learning standards have been
devised progressively. The teaching of reading in the early stages begins at the
word and phrase levels before progressing to sentence recognition and reading at
the paragraph level. Gradually, pupils are taught to extract specific information from
a text and to respond to a text with their own ideas and opinions.
Content Standards
By the end of the six-year primary schooling, pupils will be able to:
2.1
apply knowledge of
sounds of letters to
recognize words in
linear and non-linear
texts.
2.3 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.
The reading aloud strategy is also encouraged in the first two years of primary
education:
Teacher reads aloud a text to pupils. Implementing this strategy allows
teachers to model reading.
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 to
see how grammar is used correctly so that they can emulate them in their productive
skills; speaking and writing. Reading for enjoyment and pleasure in seeking
information and knowledge should be inculcated in pupils. Pupils are also trained to
give their own ideas and opinions in order to become efficient readers.
WRITING SKILL
Overview
It is expected that by the end of Year 6 :
pupils will be able to express their ideas clearly on paper in legible
handwriting or to communicate via the electronic media.
the focus of writing is on developing pupils writing ability beginning at the
word and phrase levels before progressing to the sentence and paragraph
levels.
pupils who are capable must be encouraged to write simple compositions
comprising several paragraphs.
attention is also paid to penmanship so that even from a young age, pupils
are taught to write clearly and legibly including cursive writing.
simple compositions and the various steps involved in writing, such as
planning, drafting, revising, and editing are taught. In the process, pupils
learn the genre approach to writing as they are taught to use appropriate
vocabulary and correct grammar to get their meaning across clearly.
10
all pupils will be encouraged to write for different purposes and for different
audiences.
although much of the writing at this level is guided, the amount of control is
relaxed for pupils who are able and proficient in the language.
spelling and dictation are also given emphasis.
To achieve the abovementioned, content and learning standards have been devised
progressively. The teaching of writing in the early stages begins with pre-writing
activities to develop pupils visual skills as well as develop hand-eye coordination.
This is later developed to writing letters of the alphabet and copying words, phrases
and simple sentences. Pupils begin constructing simple sentences with the teachers
guidance and later develop to become independent writers by the end of primary
schooling.
Content Standards
By the end of the six year primary schooling, pupils will be able to:
3.1
3.2
form
letters
and
words in neat legible
print
including
cursive writing.
11
writing activities, before being taught to write with guidance linear and non-linear
texts using appropriate language, form and style. The use of various media is also
encouraged and pupils can create both linear and non-linear texts with guidance or
independently.
LANGUAGE ARTS
Overview
The rationale behind Language Arts is to steer the continuous growth and
development of pupils thinking and language abilities. The standards for Language
Arts:
cover a range of creative and literary works in English such as rhymes,
songs, poems, stories and plays to activate pupils imagination and interest.
allow pupils to benefit from hearing and using language from fictional as well
as non-fictional sources.
allow pupils to gain rich and invaluable experiences using the English
language through fun-filled and meaningful activities.
train pupils to be able to appreciate, demonstrate understanding and express
personal responses to literary and creative works for enjoyment. Hence they
will also be able to use English for both functional as well as aesthetic
purposes, confidently and competently by the end of Year 6.
In order to achieve the abovementioned, content and learning standards have been
devised progressively. The teaching of language arts will help pupils develop their
oral and analytical skills as well as hone their creativity. Language Arts creates
ample opportunities for pupils to speak in English in a very relaxed atmosphere and
this will help increase pupils confidence in using the English language.
12
Content Standards
By the end of the six year primary schooling, pupils will be able to:
4.1
4.2
express personal
response to
literary texts.
Assessment
Assessment is necessary to assess pupils achievement in terms of acquisition of
knowledge, skills and the application of values through activities conducted in the
13
classroom. Assessment also supports pupils learning and gives pertinent feedback
to teachers, pupils and parents about their development and achievement.
There are two types of school-based assessment. Formative assessment is
conducted during the teaching and learning process in the classroom to gauge the
acquisition of skills and knowledge during the learning process. Summative
assessment is usually conducted at the end of learning, usually at the end of a
learning unit, month or semester whereby the focus is on the end product.
ASSESSMENT
SUMMATIVE
FORMATIVE
Observations
Tests
METHODS OF
ASSESSMENT
Oral
Presentations
Writings
Checklists
Creative Works
Classroom observations are useful tools for teachers to assess their pupils
performance. Teachers observe pupils oracy skills as they engage in conversations
among peers and when they take part in oral presentations. Teachers can prepare a
checklist to record their pupils progress. Perhaps, pupils can speak during the
school assembly, put up a performance in front of an audience, and watch a puppet
show or listen to a story. Talking about these events can help teachers assess
pupils listening and speaking skills.
14
15
EDUCATIONAL EMPHASES
Educational emphases reflect current developments in education. These emphases
are infused and woven into classroom lessons to prepare pupils for the challenges of
the real world.
Critical Thinking
Multiple
Intelligences
Information and
Communication
Technology Skills
Contextual
Learning
Values &
Citizenship
EDUCATIONAL
EMPHASES
Mastery Learning
Learning How to
Learn
Entrepreneurship
Constructivism
Creativity &
Innovation
Critical Thinking
Critical thinking is incorporated in the teaching and learning activities to enable pupils
to solve simple problems, make decisions, and express themselves creatively in
simple language.
16
17
The listening and speaking lessons would familiarise pupils to the sounds around
them. In these lessons pupils need to:
a) tune into sounds (auditory discrimination),
b) listen and remember the sounds (auditory memory and sequencing), and
c) talk about the sounds (developing vocabulary and language comprehension).
These can be attained through fun language activities conducted in or outside the
classroom that include nature walks, using musical instruments, songs, chants,
rhymes, body percussion and even listening to a story.
The suggested activities recommended in this section could be used in a variety of
lessons by adapting and adopting them in order to teach the sounds of the English
language. This skill is the onset to providing a broad and rich language experience
for pupils to learn language by engaging in enjoyable learning activities.
19
The processes of blending and segmenting for reading and spelling are made
enjoyable and easy for pupils to understand and apply. Lessons and activities should
focus on particular phonemes and make these phonemes familiar to pupils. Then,
provide enough practice so that pupils can identify the phonemes in words. For early
practice, teachers could help pupils to recognize the phoneme at the beginning of
words before progressing to having them recognize the phoneme elsewhere in the
word. For this, illustrations may be very useful. Teachers are encouraged to be
creative and to explore ways of language play available to help pupils become
familiar with the phonemes. The benefits of language play are numerous. Language
play involves having fun with the sounds of words, creating new words, and exploring
and creating language patterns through rhymes, chants, alliteration and repetitions.
20
As pupils begin to read, they will be able to copy words, phrases and sentences
correctly as well as complete other writing tasks by matching, rearranging words and
completing lists and messages. When pupils are ready, more difficult writing tasks
such as writing sentences with the correct spelling and punctuation can be
incorporated. This activity can be conducted in the classroom by introducing parallel
writing and then moving on to constructing simple sentences. Pupils are also taught
to create simple non-linear texts using a variety of media.
21
LANGUAGE ARTS
The introduction of the language arts module encompasses the production aspect of
the skills learnt during the listening and speaking, reading and writing modules.
22
25
Learning Standard
1.1.1
TRY ME
classroom.
Pupils listen and identify
the sound heard e.g.
tapping sound of shoes.
Select pupils to walk
around with shoes
provided by the teacher.
Make other sounds and
pupils identify them.
Pupils do the actions.
GET TO KNOW ME
1. Play recorded sounds.
2. Pupils listen and guess
the sounds.
3. Show pictures and
objects.
4. Play recorded sounds
again.
5. Pupils identify the
sounds heard and pick
the correct pictures.
1.
2.
3.
4.
5.
CONTENT
TEACHERS NOTES
Suggested Sounds
Suggested Material
tapping of shoes
crumpling of papers
dragging chairs/ tables
knocking on doors
dropping objects on the
floor
Suggested Sounds
1.
2.
3.
4.
5.
raking
spraying
screeching of brakes
glasses breaking
scooping sand
Prepare:
suitable shoes that
produce a tapping
sound.
Suggested Material
Prepare:
1. pictures of
objects/realia:
rake
spade
fire extinguisher
car
glasses
Note:
Teachers are encouraged
to use other suitable
sounds.
26
LETS MOVE IT
Suggested Questions
1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?
Jazz Chant
Where is the duck?
Wading in the water.
Where is the horse?
Galloping in the farm.
What is the cat doing?
Scratching on the wall.
What is the bird doing?
Pecking on the tree.
What is the hen doing?
Flapping its wings.
The duck, the horse, the
cat, the bird and the hen
are having fun.
27
Suggested Material
Learning Standard:
1.1.1
TEACHERS NOTES
Suggested Instruments
Suggested Material
ACTIVITY
THATS MY SOUND!
groups.
Distribute musical
instruments to each
group.
Play a musical
instrument without
pupils seeing it.
Pupils identify the
sound and play the
same instrument.
Repeat the activity with
other instruments.
groups.
Distribute musical
instruments.
Stand in the middle of
the class.
Play an instrument.
The group with the
same instrument
follows.
Repeat with other
instruments.
Say the jazz chant
and pupils play the
instruments.
1. tick- tock
2. triangle
3. tambourine
4. castanet
5. recorder
6. melodian
Suggested instruments
Suggested Material
1. tick-tock
2. triangle
3. tambourine
4. castanet
Jazz Chant
the tambourine
2. group on the right plays
the triangle
3. group in front of teacher
plays the tick-tock
4. group behind the
teacher plays the
castanet.
Suggested Instruments
groups.
2. Play the game.
3. Repeat the game with
1.
2.
3.
4.
recorder
tick-tock
melodian
tambourine
28
Suggested Material
Musical instruments
Note:
other instruments.
29
Learning Standard:
1.1.1. Able to learn and respond to stimulus given with guidance:
(c) body percussion
ACTIVITY
FOLLOW ME!
actions.
Pupils follow.
Call a pupil to say and
do the actions.
The other pupils follow.
Repeat with other
actions.
WHAT AM I?
CONTENT
TEACHERS NOTES
Suggested Actions
Suggested
Sentence Patterns
1. These are my hands.
(clap your hands)
2. These are my fingers.
(snap your fingers)
3. These are my feet.
(stamp your feet)
4. These are my thighs.
(slap your thighs )
Suggested Dialogue
Teacher: Who puts the
nose in the big red
box?
Siti :
Ali puts the nose
(sniffing sound) in
the big red box.
Ali :
Who me?
Siti :
Yes you.
Ali :
Couldnt be.
Siti :
Then who?
Ali :
Abu puts the nose
(sniffing sound) in
the big red box.
Abu :
Who me?
30
Suggested Material
1. sentence strips
2. jigsaw puzzle
of the following body
parts:
1. hands
2. fingers
3. feet
4. thighs
Ali :
Abu :
Ali :
Abu :
Yes you.
Couldnt be .
Then who?
Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes its
me
[Pupil with the cut-out
mentioned is out of the
game and will say
Yes, yes, yes its me
31
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY
GIVE ME MORE
1.
2.
3.
4.
Put up pictures.
Talk about the pictures.
Recite the rhyme.
Stress on words with
medial sound //.
5. Pupils say the words
aloud.
6. Pupils are asked to give
other words with medial
sound //.
1.
2.
3.
4.
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
Required pictures
cook
book
look
took
Suggested Rhyme
Farook is a cook.
He likes to cook.
He took a book.
To have a look.
MAKE IT RIGHT
Suggested Words
Required pictures
1. Recite a rhyme.
2. Pupils repeat.
3. Stress on words with
final sound /i:/ as in the
graphemes ee and
ea.
4. Pupils say the words
aloud.
5. Pupils tap to the beat
when saying the rhyme.
6. Give more words with
the final /i:/ sounds as in
the graphemes ee and
ea.
1.
2.
3.
4.
5.
6.
bee
free
tree
coffee
sea
tea
Suggested Rhyme
I see a bee,
Flying free from tree to tree,
I like coffee, I like tea,
I like to eat by the sea.
32
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY
RHYME ALONG
CONTENT
TEACHERS NOTES
Suggested
Rhyming Words
Suggested Material
pictures.
Display word cards. Say
the words.
Pupils put the word
cards on the pictures.
Say the sentences.
Pupils fill in the blanks
with rhyming words.
Say the sentences in
groups.
1.
2.
3.
4.
5.
6.
bone, cone
nose, rose
line, nine
glide, slide
pipe, wipe
rope, rode
1. pictures
2. word cards
e.g.
Suggested Sentences
bone
1. There is a cone next to
the bone.
slide
cone
33
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(e) alliteration
ACTIVITY
SAY IT RIGHT
1. Put up a composite
2.
3.
4.
5.
picture.
Emphasise on the
phoneme /s/. e.g.
ssssliding
sssskipping
sssskating
Recite the rhyme and
pupils repeat. Clap in
rhythm.
Say ssss and tell the
pupils to watch each
others lips as they
say ssss.
Pupils identify the
words starting with s.
1.
2.
3.
4.
5.
6.
3.
4.
5.
6.
TEACHERS NOTES
Suggested Words
Suggested Material
sliding
skipping
skating
Selvy
Soo Chin
Siti
Prepare:
a composite picture that
illustrates the rhyme
Suggested Rhyme
Soo Chin, Selvy and Siti
are in the playground,
Soo Chin is sliding
down,
Selvy is skipping round
and round,
Siti is skating all around,
Laughing, merrily,
What a happy sound!
1. Put up pictures.
2. Emphasise on the /k/
CONTENT
Suggested Words
1.
2.
3.
4.
5.
6.
comb
cake
coat
cat
cap
cow
34
Suggested Material
Pictures of objects
that begin and do not
begin with the /k/
sound.
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(e) alliteration
ACTIVITY
JOLLY ME
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
1. pictures as
suggested in the
word list
2. mirrors
lollipop
lip
licking
lunch
limes
little
35
Learning Standard:
Able to listen and respond to stimulus given with guidance:
(f) voice sounds
ACTIVITY
SOUND LIKE ME
CONTENT
TEACHERS NOTES
Suggested
Sounds of Animals
Suggested Material
3.
4.
5.
6.
animals.
Play the recorded
sounds of the animals
shown and the pupils
imitate.
Put the toys into a box.
A pupil picks a toy from
the box.
The others make the
sound of the animal
shown.
The activity is repeated
with other toys.
5.
6.
1.
2.
3.
4.
5.
6.
Goats bleat
Cows moo
Cats mew
Snakes hiss
Owls hoot
Frogs croak
Note:
Teachers may use pictures to
substitute the toys.
Suggested
Objects and Their Sounds
1. Clicking of camera
2. Clashing of cymbals
3. Clanging of pots and
pans
Suggested Material
Realia or picture of:
1. a camera
2. cymbals
3. pots and pans
e.g.
Suggested Song
(to the tune of Are You
Sleeping?)
Click 8x
Clash - 6x
Clang 12x
Click, clash, clang - 2x
36
Learning Standard:
1.1.1 Able to listen and respond to stimulus given with guidance:
(g) oral blending and segmenting
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
ACTIVITY
LETS GET TOGETHER
LETS JAZZ
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
Letter cards
e.g.
pot
cot
hot
dot
lot
not
got
tot
Suggested
Sentence Patterns
Suggested Words
Suggested Material
Pictures as suggested
in the word list
37
SPLIT ME UP!
6.
Suggested Words
1.
2.
3.
4.
5.
38
Suggested Material
Learning Standard
1.1.2 Able to listen to and enjoy stories.
ACTIVITY
STORY TRAIN
1. Show a puppet/toy and
talk about it.
2. Put up a series of
pictures and question
pupils based on the
pictures.
3. Tell a story and pupils
listen.
4. Question and answer
session based on the
story.
5. Remove the pictures.
6. Divide pupils into
groups.
7. Each group is given a
similar set of pictures.
8. Retell the story.
9. Pupils hold the pictures
and arrange themselves
according to the story.
CONTENT
Suggested Story
Pipit The Bird
This is Pipit.
It is a bird.
It cannot fly.
It lives in a nest.
One day, Pipit fell from its
nest.
It hopped around.
It was looking for its
mother.
Pipit met a duck.
Pipit asked, Mr Duck, can
you teach me to fly?
Mr Duck said, I cannot fly.
I can swim.
Pipit walked away.
Pipit met a rabbit.
Pipit asked, Mr Rabbit, can
you teach me to fly?
Mr Rabbit said, I cannot
fly. I can hop.
Pipit walked away.
Pipit met a parrot.
Pipit asked, Mr Parrot, can
you teach me to fly?
Mr Parrot said, Yes, I can
fly. I can teach you to fly.
Pipit learned to fly.
Pipit flew with the parrot.
Pipit could fly back to its
nest.
Pipit was very happy.
Pipit thanked Mr. Parrot.
Reference:
Zuraidah Che Zin(2000).Pit Pit
Learns To Fly.Bestari
Series.Anzagain Sdn.Bhd.
39
TEACHERS NOTES
Suggested Material
Sets of picture cards
based on the story used
The group leader distributes
a picture to every member in
the group.
DRESS ME UP
1. Bring a picture of a
bear.
6.
7.
the picture.
Tell a story titled Rose
Red.
Divide pupils into small
groups.
Each group is given a
box with some items
relevant to a specific
character in the story.
Pupils choose a
member and dress him
or her up as the
character.
The group members
take turns to describe
the character.
Suggested Questions
Questions:
1. What animal is this?
2. Where does it live?
Suggested Material
A picture based on the
story.
Suggested Story
ROSE RED
Rose Red lived with her
mother. They lived in a
small house.
One day, a black bear
came to the house.
The bear stayed with them.
They were happy.
After two days, the bear
went back to the forest.
One day, Rose Red saw an
angry old man. He could
not move. His long beard
was caught in a bush. He
shouted for help.
Rose Red helped him.
She cut his beard with a
pair of scissors.
The old man was very
angry. He shouted at Rose
Red. Rose Red ran away.
On her way home, Rose
Red met a handsome
young man. He was the
bear who had stayed with
them. The old man had put
a spell on him. The spell
was broken when his beard
was cut.
40
Note:
Teacher can extend the
activity by asking the pupils:
1. Why was the old man
angry?
2. How did the prince
become a bear?
FAMILY TREE
2. Tell a story.
3. Divide pupils into pairs.
4. Each pair is given a set
of pictures to complete
a family tree based on
the story.
5. Pupils make their own
family tree.
MY PARTNER
Suggested Story
Azril and Azrul are
brothers. Azril is ten years
old. Azrul is eight years old.
They live in an old wooden
house. They live together
with their parents,
grandparents and their
younger sister, Ayuni who
is five years old.
Their father, Pak Abu
goes to the sea to catch
fish every day. Sometimes,
Pak Kaduk, who is Pak
Abus father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.
Suggested Stories
1. Mousedeer and The
Crocodile
2. Jack and The Beanstalk
Suggested Material
Grandmother
Grandfather
Mother
Father
Azril
Azrul
Ayuni
Suggested Material
1. pictures
2. sentence strips
Groups A and C - pictures
Groups B and Dsentence strips
Suggested Story
THE ANT AND
THE GRASSHOPPER
Mr Grasshopper lived in a
41
Suggested Material
4.
5.
6.
7.
groups.
Each group is given a
worksheet with story
strips.
Pupils cut out the strips
and paste them in the
correct sequence.
Play the recording of
the story.
Pupils listen to the story
and check their
arrangement of the
story.
42
e.g.
Learning Standard:
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.
ACTIVITY
MIME ME
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
CONTENT
TEACHERS NOTES
Suggested Actions
Suggested Material
1. recording of song
2. lyrics
3. sets of phrase cards
Suggested Song
[Tune of: Here We Go
Round the Mulberry Bush]
This is the way,
We brush our teeth, (3x)
This is the way,
We brush our teeth,
so early in the morning.
This is the way,
We wash our hands,(3x)
This is the way,
We wash our hands,
So early in the morning.
SPEEDY SINGING
Suggested Song
Suggested Material
1. recording of song
2. lyrics
groups.
4. Give each group a line
from the song to sing.
First group starts
singing the song,
followed by the other
groups in sequence.
5. Ask pupils to increase
the tempo of the song.
6. 7. Repeat the activity.
Other Songs:
1. Simple Simon
2. Sing A Song Of Six
Pence
3. Mary Had A Little Lamb
43
PICTURE ME
1.
2.
3.
4.
RHYME INNOVATION
1. Display a rhyme.
2. Read and pupils follow.
3. Divide pupils into
groups.
Suggested Rhyme
Suggested Rhyme
ck
Suggested Rhyme
Pussy cat, pussy cat
Where have you been?
I have been to London
To see the queen
Suggested Material
Appendix 1
44
Suggested Material
1. word cards
2. a rhyme/song
45
Learning Standard:
1.1.4
ACT IT OUT
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
sleep
walk
yawn
talk
listen
sit
stand
on the words
chosen
2. a composite picture
[Appendix 2]
3. words cards
e.g.
sleep
yawn
sit
stand
MY HAPPY FAMILY
1. Show a picture of a
family and play a
recording of the poem.
2. Say the poem line by
line and pupils repeat.
3. Divide pupils into 4
groups. Each group
recites one stanza.
4. Groups take turns to
recite the different
stanzas.
Suggested Poem
Suggested Material:
This is my father ,
Short and steady. Stanza1
(Gr 1)
This is my mother,
Singing a song,
Stanza
2
(Gr 2)
This is my brother,
Tall you see.
Stanza 3
(Gr 3)
This is my sister,
With a doll on her knee.
1. a composite picture of a
46
family (Appendix 3)
2. a recording of the poem
Stanza 4
(Gr 4)
And this is the story about
my happy family.
Stanza 5
(All groups)
PICTURE
CONVERSATION
1. Place a composite
2.
3.
4.
5.
6.
Suggested Words
Suggested Material
1.
2.
3.
4.
5.
6.
7.
food
drinks
girls
boys
teacher
blackboard
saree
1. Composite Picture
(Appendix 4)
2. Sample pictures
(Appendix 5 and 6)
Suggested Sentences
1. Show pictures of
2.
3.
4.
5.
animals.
Ask questions about
them.
Class is divided into
groups. Each group is
given an envelope of
pictures of animals.
Group leader picks a
picture card and
describes the animal.
The rest of the group
will guess the animal.
Repeat using other
pictures.
Suggested Questions
1. What does it eat?
2. Where does it live?
3. What colour is its fur?
4. Is it wild?
47
Suggested Material
picture cards
LETS TALK
Suggested Text
1. Put up a picture.
2. Teacher provides the
Teachers Day
Suggested Material
1. a composite picture
(Refer to Appendix 6)
48
Note:
Accept any possible
answers given by the
pupils.
Learning Standard:
1.2.2 Able to participate in daily conversations:
(a) exchange greetings
ACTIVITY
LETS SING
CONTENT
Suggested Song
[Tune of: Happy Birthday]
ROLE PLAY
TEACHERS NOTES
Suggested Material
Pictures of gestures
e.g.
Suggested Dialogue
Teacher : Hello, Im Mr
Kangaroo.
Pupils : Hello,
Mr Kangaroo.
How do you do?
Teacher : Im fine. Thank
you.
Pupils : Goodbye, Mr
Kangaroo. See
you tomorrow.
Teacher : Goodbye.
Repeat using:
Mr Tiger, Mr Orang Utan,
Mr Bear, Mr Peacock,
Mr Rabbit
49
Suggested Material
1. masks of animals
2. a dialogue chart
Learning Standard:
1.2.1 Able to participate in daily conversations:
(b) make polite requests
ACTIVITY
MAY I?
1. Pupils listen to a
2.
3.
4.
5.
CONTENT
Suggested Words
Things in the classroom:
1. ruler
2. pencil
3. eraser
4. book
5. crayons
6. coloured pencils
7. chalk
8. duster
recording of making
requests.
Pupils repeat after
teacher requesting for
various objects.
Pupils are divided into
groups. Each member
of the group is given a
picture card.
Suggested Sentences
Every group member
takes turn requesting for
1. May I borrow a pencil?
objects.
2. Can you lend me your
Pupils respond
pencil?
accordingly in their
3. Here you are.
respective groups.
4. Thank you.
5. Youre welcome.
6. Im sorry, I dont have
one.
AMAZING RACE
Suggested
Sentence Strips
1. Paste pictures of
objects all around the
class.
2. Prepare sentence strips
for each picture on
making requests and
place them on the table.
3. Pupils [in pairs] find the
correct strips to match
the pictures.
4. Pupils take turns to
request and reply aloud.
50
TEACHERS NOTES
Suggested Material
1. recording
2. picture cards
Suggested Materials
1. sentence strips
2. picture cards
e.g.
Learning Standard:
1.2.1 Able to participate in daily conversations:
(c) express apologies
ACTIVITY
FIND MY PAIR
CONTENT
TEACHERS NOTES
Suggested Sentence
Strips
Suggested Materials
sentence strips
STATUE GAME
Suggested Dialogue
A: Did you bring my
football?
B: Im sorry, I forgot to
bring it.
Suggested Material
Pictures
e.g.
Stepped on my toes
51
Learning Standard:
2.2.2 Able to listen to and follow:
a) simple instructions in the classroom
Activity
FOLLOW ME
LINE DANCING
Content
Teachers notes
Suggested Instructions
1.
2.
3.
4.
5.
Suggested Instructions
Suggested Material
Instrumental music
2.
3.
4.
5.
6.
7.
waist.
Nod your head.
Look right.
Look left.
Shake your body.
Raise your left hand.
Raise your right hand.
52
DRAWING A FACE
Suggested Instructions
Suggested Material
Note:
eyes.
HOKEY-POKEY
Suggested Instructions
Put your right hand in
Take your right hand out
Hokey-Pokey
Note:
Substitute with:
1.
2.
3.
4.
left hand
right leg
left leg
whole self
Suggested Instructions
Suggested Material
1. Put up a picture of a
front.
2. Turn left/right.
3. Go straight.
4. Stop.
53
(Instructions can be
varied)
e.g.
MAKE A SANDWICH
Note:
Teachers may use other
animals.
Suggested Instructions
54
Suggested Material
Ingredients:
1. bread
2. butter
3. jam
Substitute jam with
kaya
peanut butter
honey
Learning Standard:
1.2.2 Able to listen to and follow:
b) simple directions to places in the school
Activity
WHERE DO YOU GO?
Content
Suggested Instructions
1.
2.
3.
4.
5.
Go straight
Turn left
Turn right
Go round
Stop
Teachers notes
Note:
Directions can be given
to one group at a time or
to all the groups at the
same time.
POISON PARCEL
Suggested Instructions
2.
3.
4.
5.
blackboard.
Fly like a bird to the
staffroom.
Hop like a kangaroo to
the next class.
Gallop like a horse to
the office.
Move like a car to the
toilet.
55
Suggested Material
1. music
2. poison parcel
3. instructions
DIRECTION SONG
Content
Suggested Song
(Tune of: London Bridge Is
Falling Down )
Signposts
canteen
56
staffroom
Suggested Material
e.g.
Teachers notes
office
Activity
toilet
Note:
Teach the song before
the activity
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
a) answering simple Wh-Questions
Activity
AT THE GARDEN
1. Put up a picture of a
2.
3.
4.
5.
garden.
Ask questions based on
the picture.
e.g.
What flowers can you see?
What is the colour of the
roses?
Chant with pupils.
Divide the pupils into two
groups.
Pupils chant.
Content
Teachers notes
Suggested Material
Composite picture
of a garden
A: What flowers? ( 2X )
What flowers does she
have?
B: She has roses, she has
orchids, sunflowers and
hibiscus.
A: When does she water
them? ( 2X)
When does she water the
flowers?
B: She waters them in the
evening, (2X),
She waters the flowers
in the evening.
JAZZ CHANT
1.
2.
3.
4.
5.
57
Suggested Material
Jazz chant
Note:
Replace the underlined
words with other
suitable words.
Activity
WHO STOLE THE COOKIE?
Teachers notes
Content
Suggested Rhyme
Class : Who stole the
cookie from the
cookie jar?
Ali stole the cookie
from the cookie jar.
Ali
Suggested Material
Picture
e.g.
: Who me?
: Couldnt be!
GUESSING GAME
Suggested Questions
Suggested Material
Prepare:
1. picture cards of
animals
e.g.
3.
4.
5.
6.
2. the questions
58
Activity
DIALOGUE
1. Pupils listen to a dialogue.
2. Ask questions based on the
dialogue.
3. Display the dialogue on the
board.
4. Pupils take turns to roleplay the dialogue.
Content
Teachers notes
Suggested Text
Suggested Material
59
1. pre-recorded text
2. dialogue
3. sample
questions
Note:
Change words to vary
the information.
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
b) giving True/False replies
Activity
Content
AM I RIGHT?
QUIZ
e.g.
An elephant has a trunk.
A pupil from each group
picks the correct flash
card.
Pupil shows the card to the
rest of the class.
Other pupils respond by
saying if the card picked is
right or wrong.
Points are given if the
answer is correct.
Teachers notes
Suggested Topics
1.
2.
3.
4.
Suggested Statements
1.
2.
3.
4.
5.
60
Suggested Material
Four large flash
cards ( two for each
group).
e.g.
Suggested Content
Suggested Material
Composite picture
of a farm.
the picture.
e.g. How many cows can
you see?
3. Sing the song Old Mac
Donald and pupils follow.
4. Sing the first two lines of
the song and state the
number of animals
e.g.:
Teacher :Old Mac Donald
has a farm,
Class : E-I-E-I-O
Teacher : And on that farm
he has two
cows.
Class:
False
5. Repeat with other animals
from the picture.
1.
2.
3.
4.
5.
three cows
five ducks
two horses
eight chickens
ten fishes
STORY TIME
1.
2.
3.
4.
MY PARTNER
Note:
Number and types of
animals can be changed
based on the picture
chosen.
Suggested Story
Suggested Material
Suitable questions
Suggested Statements
Suggested Material
1. sentence strips
2. flash cards
2. A rose is green in
colour.
(False )
Note:
Statements can be based
on topics taught previously.
61
Note:
True or False flash
cards must match the
number of statements
prepared.
62
Appendix 1
Pussy
pussy cat
63
Appendix 2
MY HAPPY FAMILY
64
3
1
65
Appendix 5
66
Appendix 6
67
LEARNING STANDARDS
2.1.1
/i:/
(ee)
/a/
(igh)
//
(oa)
//,/u:/
(oo)
/:/
(or)
/:/
(ur)
//
(ow)
/I/
(oi)
(c)
/ /
(ear)
/e/
(air )
//
(ure)
(d)
/e/
(ay)
/a/
( ou)
/aI/
/:/
(er)
/i:/
(ea)
(e)
/I/
(oy)
/:/
(ir)
(f)
/w/
(wh)
/f/
(ph)
/ju:/
(ew )
//
(oe )
(g)
/e/
(a-e)
/i:/
(e-e)
/a/
( i-e)
//
(o-e)
(a)
(b)
( ie)
/u:/
( ue)
/:/
(aw)
/:/
(au)
/u:/
(u-e)
2.1.2
2.1.3
69
2.2
2.3
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.3.1
As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupils
of Year Two as stipulated in the learning standard. The following sounds are to be
learnt in Year Two.
70
Grapheme Phoneme
ai
ae
Possible Actions
if in anger.
ay
ee
ea
ee
igh
i-e
/aI/
ie
71
oa
Palms up, shake your body and
oe
say au
/ /
o-e
ow
oo
and say u
oo
Place hands above head, shake
your head and say u..
ue
/u:/
u-e
72
ar
/a:/
ear
or
Draw a big circle (anti-clockwise)
aw
au
ur
ir
/:/
er
73
wh
/w/
ph
/f/
ew
/ju:/
ear
/I/
74
air
/e/
ure
//
ou
/a/
oy
/I/
75
Teachers should tell pupils that the phonemes might represent different
graphemes.
For example the phoneme /eI/, is represented by the grapheme ai, a-e and ay
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies such
as singing songs, telling stories, reciting rhymes, playing games as well as drilling in
order to reinforce the learning of these phonemes.
Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards.
following are the phonemes learnt in Year One:
Grapheme Phoneme
s
ss
Possible actions
(voiceless)
your hand.
2. Trace the letter s in the air
and, say s
c
t
/t/
(voiceless)
76
The
/p/
(voiceless)
/n/
(voiced)
/m/
(voiced)
/d/
d
(voiced)
/g/
(voiced)
77
c
k
ck
/k/
(voiceless)
/r/
(voiced)
/h/
(voiceless)
/b/
(voiced)
of your mouth
2. Laugh haha
/f/
(voiceless) Action of bird flying and say f
ff
78
ll
g
j
/l/
(voiced)
/d/
(voiced)
/v/
(voiced)
say ll..
v.
/w/
(voiced)
/ks/
(voiceless)
w.
79
/gz/
(voiceless)
/j/
(voiced)
/z/
(voiced)
zz
/kw/
(voiced)
80
sh
//
(voiceless)
th
//
(voiceless)
//
(voiced)
//
(voiced)
81
Grapheme Phoneme
Possible actions
and
lift
your
shoulders.
2. Say er
/ /
Draw
//
small
circle
(anti
82
/e/
//
eh
Possible actions
/a:/
/:/
aaa
Draw
big
circle
(anti
83
/i:/
Phoneme
Suggested Words
84
Grapheme
Phoneme
Suggested Words
/
/
/
85
Grapheme
Phoneme
Suggested Words
a /
//
/
/
/
a /
a /
86
Grapheme
Phoneme
Suggested Words
87
Learning Standard:
2.1.2 Able to blend phonemes into recognizable words and read them aloud.
ACTIVITY
TEACHERS NOTES
CONTENT
Forming Words
Word List
Materials
onset cards
rime card
picture cards
boat
coat
soap
goat
toad
Roll a word
Word List
Materials
sheep
teeth
tree
weep
feet
sleep
picture cards
cubes template - Appendix 1
Onset
Cards
Rime
Card
e.g.
oa
oa
sh, t, tr, w, f, sl
ee
sh
ee
88
- p, th, t
*can use erasers as cubes.
*this activity can be turned into
a competition.
ACTIVITY
TEACHERS NOTES
CONTENT
Word Chain
Word List
Materials
saw
paw
draw
prawn
crawl
letter cards
picture cards
Match Me Right
Word List
1. Demonstrate the
grapheme i e
through a song.
2. Pupils repeat.
3. Show picture cards and
blend the phonemes.
4. Pupils repeat
individually or in groups.
5. Put up picture cards on
the wall with the onset
cards.
6. Pupils match the rime
cards to the correct
picture cards.
7. Pupils read the words.
kite
five
prize
mice
rice
hide
e.g
pr
aw
cr
n
l
dr
Materials
picture cards
Onset
Rime
Cards
cards
A
B
Song chart
(Tune of Clementine)
I like to fly kites (3x)
In the sky
I have five kites (3x)
As my prize
I see five mice (3x)
Eating rice
When they see me(3x)
They run and hide
89
ice
ide
ite
ive
ice
pr
ize
ACTIVITY
TEACHERS NOTES
CONTENT
Word Spinner
Word List
Materials
thigh
light
fight
night
right
bright
Picture cards
Word spinner template
Appendix 2
Onset
cards
A
Rime
cards
B
th
igh
l
f
n
r
br
t
90
Learning Standard:
2.1.3 Able to segment words into phonemes to spell.
ACTIVITY
Separate Me
CONTENT
TEACHERS NOTES
Suggested Words :
e.g.
a-e : snake - /s/, /n/, /e /,
/k/
2. Distribute
grapheme
cards
randomly to the pupils.
3. Teacher says a word.
4. People
with
the
related
graphemes come to the front to
form the word.
5. Teacher says the phoneme and
the pupil with the related
grapheme card raises it.
6. Teacher repeats the activity with
other words.
5.
6.
7.
Suggested Words :
girl, bird, thirsty, skirt,
shirt, first
91
Appendix 3
ACTIVITY
Break the Code
1. Divide class into 2 sections.
2. In one section create a reward
zone.
e.g. sweets in a box
3. Another section; pupils stand in
groups of 5-6.
4. Teacher shows a word card.
5. Each group reads the word
aloud.
6. Pupils break the code by saying
the phonemes aloud in order to
take the reward.
e.g.
Teacher : bow
Pupils : /b/ //
Word Boxes
CONTENT
TEACHERS NOTES
Suggested Words:
cow, town, how, bow,
owl, flower, power
Suggested Words:
92
Materials
letter cards
ACTIVITY
CONTENT
Wall Words
Suggested Words:
alphabet, dolphin,
elephant, telephone,
photo
dolphin
d
ph
93
TEACHERS NOTES
Appendix 4
Learning Standard:
2.2.1 Able to read and apply word recognition and word attack skills by:
a. matching words with spoken words.
ACTIVITIES
3.
4.
5.
6.
CONTENT
TEACHERS NOTES
Word List:
Materials
goat
coat
float
boat
toad
road
Word cards
Picture cards
goat
coat
float
boat
toad
road
Word List:
Materials
goat
coat
float
boat
toad
road
colour pencils
worksheets
Appendix 5
Word list:
Materials
girl
bird
skirt
shirt
first
third
Assemble Me Dear
1. Each group will be given a picture
puzzle in an envelope.
2. Each group will have to assemble
the picture correctly on a manila
card.
3. The assembled picture will have to
be pasted on the board together
with the correct word and pupils
say it out loud.
4. The fastest group wins the game.
94
ACTIVITIES
Bingo
CONTENT
TEACHERS NOTES
Materials
Word list:
blue
glue
true
high
night
light
wheel
whale
birthday
car
balloon
sir
Get Me Right
Word list:
Materials
chew
crew
screw
drew
blew
flew
Worksheets
Appendix 6
95
bingo sets
box
word cards
blue glue true
whale car light
sir
high night
glue car
night blue
true high
sir
light
true
Learning Standard:
2.2.1 Able to read and apply word recognition and word attack skills by :
c. reading and grouping words according to word families.
ACTIVITIES
CONTENTS
TEACHERS NOTES
Word list :
Materials
screw
new
blew
drew
saw
jaw
draw
straw
word chart
(Appendix 7)
Crazy Poems
1. Display a poem on the board.
2. Ask pupils to repeat the poem after
the teacher.
3. Distribute worksheet that has two
columns: (animals and clothing).
4. Ask pupils to group the words
and write them in the correct
column.
Materials
A cow goes to town,
In a gown,
Then passes a toad,
In a coat,
Ha! Ha! Ha!
Laughs the goat,
In a rowing boat,
Shirt for sale,
Skirt for sale,
Yells the bird,
With the yellow tail.
96
poem chart
worksheets
Appendix 8
Learning Standard:
2.2.2 Able to read and understand phrases in linear and non-linear texts.
ACTIVITIES
CONTENT
Jazz Chant
1. Chant aloud.
2. Pupils read the phrases with
the phoneme /aI/ aloud after
the teacher.
3. Say the words with the
phoneme /aI/ louder while
chanting.
4. Put up Chart A
5. Pupils complete the chant with
word cards.
What a fright
Turn to your right
Keep a sight
Switch on the light
Keep it bright
Say good night
Say it right
Butter Cake
Chart A
What a ____
Turn to your ____
Keep a ____
Switch on the ____
Keep it ____
Say good ____
Say it ____
TEACHERS NOTES
Materials
Jazz chant, chart,
word cards
Another jazz chant :
Mother bakes a cake
It is a chocolate cake
She puts it on a plate
She cuts a piece of
cake
She gives a piece to
Jade
Jade takes the cake
To share it with Miss
Kate
Sorry its too late
It falls into the lake
Materials
Song chart
Word cards;
cake, bake,
lake, date,
take, plate
Phrase Cards
a butter cake
bake a cake
a butter c_k_
b_k_ a c_k_
97
ACTIVITIES
CONTENT
TEACHERS NOTES
It s Story Time
Short Story
Materials
Read Me Aloud
Short Story
Materials
98
Learning Standard:
2.2.3 Able to read and understand simple sentences in linear and non-linear texts.
ACTIVITY
CONTENT
TEACHERS NOTES
Appendix 9
3.
4.
Appendix 10
3.
4.
5.
Distribute a composite
picture to each pupil.
Put up a chart
containing sentences
on the board.
Pupils read the
sentences.
Pupils cut out the
objects and paste them
on the picture.
Pupils exchange their
work and check.
99
composite picture
chart containing
sentences.
Appendix 11
Jigsaw puzzle
Duplicate the Appendix
1.
Word Maze
Teacher can prepare
different sets of word maze.
1. Pair up pupils.
2. Distribute handouts
containing word maze
to the pairs.
3. Pupils find four
sentences from the
maze.
4. Pupils colour the
sentences.
5. Pupils read the
sentences aloud.
Appendix 13
100
Learning Standard:
2.2.4 Able to read and understand a paragraph of 5- 8 simple sentences.
ACTIVITY
CONTENT
TEACHERS NOTES
Get Me Right
Duplicate the Appendix
1.
2.
3.
4.
5.
Appendix 14
Read and Do
1. Distribute a handout
with instructions on
making a paper
puppet.
2. Pupils read the
instructions.
3. Pupils follow the
instructions and
do the paper
puppet.
(Option:
Pupils can use
the paper puppet
to role play.)
Instructions:
Materials
envelopes
glue
colour pencils
scissors
101
ACTIVITY
CONTENT
TEACHERS NOTES
1. Put up a chart
containing a
passage about
Azlans family.
2. Distribute an empty
family tree.
3. Pupils read the passage
and complete the family
tree.
Appendix 15
Rules:
102
Learning Standards:
2.2.4 Able to read and understand a paragraph of 5-8 simple sentences.
2.2.5 Able to apply basic dictionary skills using picture dictionaries.
ACTIVITY
TEACHERS NOTE
CONTENT
Peeping Mouse
A Mouse Tale
1. Show action of peeping
through a mouse hole
and name the objects
seen in the classroom.
2. Show picture cards and
and ask questions about
it.
3. Put up the chart. Read the
sentences describing the
pictures.
4. Drill the keywords.
5. Distribute worksheets.
6. Pupils read the sentences.
103
Appendix 18 and 19
Prepare a mouse hole.
Use a cardboard or
hardboard.
2. Prepare picture
cards.
- a cat on a chair
eating a piece of
meat.
- a mouse eating a
piece of cheese
- a mouse sneezes
- a cat on a chair
turning its head
- a cat looking at
the mouse.
Learning Standards:
2.3.1 Able to read simple texts with guidance:
a) fiction
b) non-fiction
2.2.5 Able to apply basic dictionary skills using picture dictionaries
ACTIVITY
CONTENT
Fix Me Right
1. Put up the chart. Read the
text.
2. Distribute worksheets.
Pupils work in groups to
complete the worksheet.
3. Teacher reads the text
line by line. Pupils pick
and paste the cut -outs on
the board
4. Teacher reads and pupils
follow.
5. Pupils read aloud in
groups and individually.
Materials
TEACHERS NOTE
Worksheet Appendix
20
Prepare cut-outs
parts of a tree as in
Appendix 21
Materials
What is this?
This is a red hibiscus.
It is our national flower.
It has five petals.
The petals are big.
What are these?
These are roses.
Roses are beautiful
The leaves are small.
They have thorns.
104
Pictures Appendix
22
Worksheet Appendix
23
Learning Standard:
2.3.1
ACTIVITY
CONTENT
TEACHERS NOTES
Groups:
January March
April June
July September
October December
Word cards :
queen, there, sleeping,
beauty, girl, everyone,
fairy, etc.
Teacher prepares
laptop, LCD & screen.
Graphemes :
ee, ea, ai, e-e, o-e, etc.
105
2.
3.
4.
5.
7.
106
Teacher prepares
laptop, LCD & screen.
Appendix 1
107
Appendix 2
108
Appendix 3
bird
109
Appendix 4
Wall Words
Put up the grapheme cards on the wall. Teacher says a word. Pupils say the phonemes, take
out the grapheme cards one at the time while saying it aloud.
ph
110
d
n
Appendix 5
boat
coat
road
float
goat
toad
Teacher can also choose to make this a matching activity (i.e. dotted lines)
111
Appendix 6
1.
chew
screw
crew
2.
few
new
drew
3.
screw
flew
blew
4.
flew
drew
chew
5.
grew
crew
blew
6.
crew
chew
flew
112
Appendix 7
113
Appendix 8
Crazy Poems
Animals
Clothing
1144
Appendix 9
115
Appendix 10
My father works
a long neck.
They like
a kind man.
A giraffe has
in a hospital.
The doctor is
to catch fish.
116
Appendix 11
117
Appendix 12a
APPENDIX IVb
118
Appendix 12b
119
Appendix 13
c k
t y
s i t
g w n f
a
b o
q o
t h e r e
k s
m
a
g n
m r
w a l k
a
o
m s v
o n t
j
p m
o k i
e
i s
a k e
h e h
e
t o
i v
f
x p o h
h e
c
a
n
t h
u e
r
a
m a
g
z k
a s
a
q j d
t h e
a n
h
120
d r
h a i r
g a
e
b a
u n
n g o
f
s y
s i s
v
n h
g a t e
d k u c
f j
l
m e
g
y
o
u
t e
e
i
x
g u
b z
s
t
a
k
e
r
Appendix 14
GET ME RIGHT
121
Appendix 15
Azlan
Azlan is my best friend. There are seven people in his family. His father
is Encik Ramli. Puan Siti is his mother. His grandfathers name is Encik Karim.
His grandmothers name is Puan Minah. He has a brother. His name is Halim.
His sisters name is Timah.
122
Appendix 16
RIVER
BRIDGE
Lorong Sihat
123
Appendix 17
124
A MOUSE TALE
Appendix 18
Chart
Pictures
125
Appendix 19
A. Find the word that comes first in the dictionary. Circle it.
1. peep
see
cheese
2. meat
turns
seat
3. sneeze
peep
see
B. Find the word that comes last in the dictionary. Circle it.
1. peep
see
cheese
2. meat
turns
seat
3. sneeze
peep
see
126
Appendix 20
Find these words in your dictionary and write down what page they are in.
1. trunk ______________
2. root
______________
3. branch ____________
4. leave ______________
mangoes ____________
127
Appendix 21
128
Appendix 22
What is this?
This is a red hibiscus.
It is our national flower.
It has five petals.
The petals are big.
129
Appendix 23
A. Use your dictionary to help Kitty arrange the words alphabetically.
1.
rose
_____________________
beautiful
_____________________
leaf
_____________________
small
2.
_____________________
hibiscus
_____________________
petal
_____________________
big
_____________________
flower
_____________________
130
Appendix 24
Work in groups.
Read the text. Circle words with the phonemes that you have learnt.
saw a woman.
One
He
The
They
had a baby.
It was a girl!
131
Appendix 25
132
133
134
135
Learning Standards
3.1.1 Able to write in neat legible print:
a) words
b) phrases
c) simple sentences
3.1.2 Able to write numerals in neat legible print:
a) numeral form
b) word form
Although most of the learning standards have been dealt with in this module, teachers are
encouraged to plan lessons and activities on their own and incorporate them into their
lessons.
The activities provided here are merely suggested ones. Teachers are
encouraged to think `outside the box, be creative and innovative when devising lessons.
137
Learning Standard:
3.1.1
THINGS IN MY PENCIL
CASE
1. Prepare a treasure box
with objects in it.
2. Divide pupils into
groups.
CONTENT
Things in my pencil case:
- a pencil
- a sharpener
- a ruler
- an eraser
- a pair of scissors
- a bottle of glue
138
TEACHERS NOTES
Prepare:
related pictures / realia
ACTIVITY
KIMS GAME
CONTENT
Things in the classroom:
a _____ _________
a _____ _________
a _____ _________
___ _____ _________
___ _____ _________
e.g.
a red bag
139
TEACHERS NOTES
Note:
May use other suitable
realia.
ACTIVITY
WHAT HAVE YOU?
1. Distribute a few objects
to the pupils.
CONTENT
Suggested Song
(Tune of : Are You
Sleeping?)
Teacher sings:
I have a pencil,
I have a pencil,
What do you have?
What do you have?
Pupils sing:
I have a ruler,
I have a ruler,
What do you have?
What do you have?
Sample worksheet:
Complete the text.
1. I have a pencil,
I have _____ ________.
2. I have a ruler,
I _____ __ ______.
140
TEACHERS NOTES
Note:
Pupils to substitute
underlined words
ACTIVITY
CONTENT
HOW AM I DIFFERENT?
1. Pupils talk about their
parents occupations.
2. Put up pictures of
occupations.
3. Pupils identify the
occupations displayed.
4. Pupils complete
worksheet.
TEACHERS NOTES
Note:
May use other occupations
Samad
policeman
wears a blue uniform
police station
patrol car
1. Samad is a __________
2. He ________
3. He works in the
___________
4. He drives a __________
_____
Farid
fireman
wears a helmet and boots
a fire engine
fire station
1. Farid is a __________
2. He ________
3. He drives ___________
4. He works at the
________________.
141
ACTIVITY
CHOOSE AND
COMPLETE
CONTENT
Sample picture:
1. Put up a composite
picture and talk about it.
2. Put up an incomplete
text based on the picture
shown.
3. Show an incomplete
text based on the picture
shown.
4. Pupils complete the text.
142
TEACHERS NOTES
Learning Standard:
3.1.2 Able to write numerals in neat legible print:
a) numeral forms
b) word forms
ACTIVITY
CONTENT
Note:
May use other pictures and
numbers
TEACHERS NOTES
e.g.
2
2
two
cats
_____
rabbits
_____
goats
6
4
143
Learning Standard:
3.1.1
TEACHERS NOTES
CONTENT
Picture cards.
Example:
___
___
___
r
___
Sample worksheet:
5. Give worksheets to
pupils.
6. Pupils break the code.
144
ACTIVITY
CONTENT
TEACHERS NOTES
six
Sample sentence:
Susan has six blue shirts.
145
ACTIVITY
CONTENT
TEACHERS NOTES
Example:
Picture puzzle
146
Prepare:
picture puzzles
Learning Standard:
3.1.1
TEACHERS NOTES
CONTENT
16
25
20
20
21
23
20
15
11
15
20
14
19
147
15
22
14
20
19
Learning Standard:
3.2.1
CONTENT
TEACHERS NOTES
DEAR MAMA
Example:
1. Divide pupils into
groups.
2. Give 3 variations of the
same message to the
groups.
3. Read the message to
the pupils.
4. Pupils complete the
given message.
5. Group leaders read out
the completed message.
Sample A
Dear mama,
Please buy me a _____
____ of orange juice, a
_____ of chocolate, a
_______ of sweets, a
________
of
biscuits
and
______ apples. I
need these for my camp
next week.
Thank you.
Jet Li
Sample B
Dear mama,
Please buy me a bottle
of ____________, a bar
of ________, a packet
of _________, a tin of
___________,
and
____________ apples. I
need these for my
camp next week.
Thank you.
Jet Li
148
Sample C
Dear mama,
Please buy me a bottle
of _______, a_______
of chocolate, a packet of
_________, a________
of biscuits and ______
______.
I need these for my
camp next week.
Thank you.
Jet Li.
149
Learning Standard:
3.2.1
CONTENT
FRUITS
1. Put up information of
three different fruits.
2. Each pupil draws a
poster of one fruit
using the information
given.
Papaya
RM 2.00 each
Orange
Watermelon
RM8.00 each
Green
Mango
RM 2.50 each
Yellow
Sample poster:
Name: _____
Price: _____
Colour: _____
150
TEACHERS NOTES
Learning Standard:
3.2.1
CONTENT
RM30.00
TEACHERS NOTES
Poster (Appendix 1)
RM10.00
4. Pupils complete a
worksheet.
RM20.00
151
Sample worksheet:
Dear Mummy,
May I please have a
__________ for a
pet? It costs only
RM ___________. It
is __________. I
can feed it
______________.
We also need a
_____________ for
it. Please?
Jacky
152
Learning Standard:
3.2.2
CONTENT
GLORIOUS FOOD
2. Distribute worksheets
for pupils to complete.
4. Pupils complete
worksheet.
153
TEACHERS NOTES
ACTIVITY
WHAT ARE
YOU DOING?
1. Put up
Ritas time
table.
2. Pupils talk
about
Ritas
daily
activities
based
on the time
table.
3. Pupils
complete
the
worksheet.
TEACHERS
NOTES
CONTENT
8.0012.30
12.302.00
2.003.30
3.305.00
5.007.00
7.008.30
8.3010.00
10.00
Mon
School
Tue
school
Wed
school
Thur
school
Fri
school
Bathe
& lunch
Piano
class
Math
tuition
Bathe &
lunch
English
tuition
French
class
Bathe
& lunch
Art
class
Nap
hour
Bathe &
lunch
TV hour
Jogging
Swimming
Jogging
Bathe
& lunch
Nap
hour
Video
game
hour
Jogging
Dinner
Dinner
Dinner
Dinner
Dinner
Study
hour
Study
hour
Study
hour
Study
hour
Study
hour
Nap hour
Swimming
zzzsleeping time.zzz
On ______________
_________________
On ______________
_________________
On _____________
_________________
154
Learning Standards:
3.2.2
3.2.4
CONTENT
Sample worksheet:
1
2
3
4
155
TEACHERS NOTES
Learning Standards:
3.2.3
3.2.4
WHATS WRONG?
CONTENT
Sample text:
Sample worksheet:
Wrong
spelling
prety
Correct
spelling
pretty
156
TEACHERS NOTES
ACTIVITY
WHAT ARE THESE?
1. Display pictures of
fruits.
2. Place word cards
below each picture.
CONTENT
Sample worksheet:
Label the pictures.
Then, complete the
sentence based on
each picture.
3. Pupils construct
simple sentences with
correct punctuation
using the word cards.
__________________
This is an apple.
It is sweet.
____________
These are grapes.
They are juicy.
157
TEACHERS NOTES
Prepare:
word cards
- apple
- sweet
- grapes
- juicy
Learning Standards:
3.2.2
3.2.4
CONTENT
go
rat
to
get
Sample sentences:
1 I see a rat.
2 I walk to school.
3 I go to the market.
4 Please get me the book.
158
TEACHERS NOTES
Learning Standard:
3.2.2 Able to write simple sentences with guidance.
ACTIVITY
CONTENT
4. Distribute worksheets to
pupils.
Example:
I like cycling.
I dislike playing football.
Sample worksheet:
Tick () or () and make
sentences.
( )
I like
cycling.
I dislike
playing
football.
159
TEACHERS NOTES
Learning Standard:
3.3.1
Able to create simple non-linear texts using a variety of media with guidance:
a) posters
ACTIVITY
LOST KITTEN
CONTENT
Sample worksheet:
1. Tell a story.
2. Distribute worksheet.
3. Pupils create a lost and
found poster.
Name: ____________
Type: _______
4. Repeat story if
necessary.
Sample story:
160
TEACHERS NOTES
ACTIVITY
THE TOTEM
1. Talk about an event in
school.
CONTENT
SAMPLE : SPORTS DAY
Date:
Time
Place:
SPORTS DAY
SK SRI UTAMA
DATE: _____
TIME : _____
PLACE: _______________
161
TEACHERS NOTES
Learning Standard:
3.3.1
Able to create simple non-linear texts using a variety of media with guidance:
a) signs
ACTIVITY
CONTENT
DRAW ME
1. Display signs that pupils
can see in the school.
2. Write simple
instructions on the
board.
Suggested instructions:
Keep quiet!
Do not litter!
Do not step on the grass!
Keep quiet!
162
TEACHERS NOTES
Learning Standard:
3.3.1
Able to create simple non-linear texts using a variety of media with guidance:
a) posters
ACTIVITY
POSTER or
ADVERTISEMENT
1. Take pupils to the
school canteen.
CONTENT
Sample poster:
Food in the
canteen
163
TEACHERS NOTES
Learning Standard:
3.3.1
Able to create simple non-linear texts using a variety of media with guidance:
a) posters
b) signs
ACTIVITY
ROAD SAFETY
CONTENT
MATCHING
ROAD SIGNS
164
TEACHERS NOTES
Appendix 1
165
LANGUAGE ARTS
Language Arts is a new component designed to create appreciation and enjoyment
amongst pupils as they learn language. This experience should be fun filled and
used as a means to create confidence in pupils to use the language without
inhibitions. As such, learning standards have been designed for pupils to achieve the
above mentioned goals. Following are the learning standards for language arts for
Year Two:
CONTENT STANDARDS
LEARNING STANDARDS
As this is a new component, activities for all learning standards have been covered in
this section. However, teachers are encouraged to use their own creative ideas to
conduct lessons in the classroom as well.
167
LEARNING STANDARD:
4.1.1
Able to listen to and enjoy action songs and jazz chants through non-verbal
response
ACTIVITY
Stuck!
Pupils do actions
according to the lyrics
while standing in a spot.
1. Pupils stand in a spot
and do the required
actions as
demonstrated by the
teacher.
CONTENT
Suggested Action Song:
Here We Go Round The
Mulberry Bush
Here we go round the
mulberry bush
The mulberry bush [2x]
Here we go round the
mulberry bush
So early in the morning
This is the way we wash
our face
Wash our face [2x]
This is the way we wash
our face
So early in the morning
This is the way we brush
our teeth
Brush our teeth [2x]
This is the way we brush
our teeth
So early in the morning
This is the way we have
our bath
Have our bath [2x]
This is the way we have
our bath
So early in the morning
This is the way we comb
our hair
Comb our hair [2x]
This is the way we comb
our hair
So early in the morning
168
TEACHERS NOTES
Suggested actions:
Here we go round the
mulberry bush
[clap your hands in a
circular motion]
We wash our face
[action of washing face
with both hands]
We brush our teeth
[action of brushing teeth]
We have our bath
[action of having a bath]
We comb our hair
[action of combing hair]
ACTIVITY
Hooked!
Pupils do actions
according to the words
while standing in a spot.
1. Pupils stand in a spot
and do the required
actions as
demonstrated by the
teacher.
CONTENT
Suggested Jazz Chant:
Orange Shake
Shake an orange, shake
an orange
Shake, shake an orange,
Shake.
Peel an orange, peel an
orange
Peel, peel an orange,
Peel.
Slice an orange, slice an
orange,
Slice, slice an orange,
Slice.
Chop an orange, chop an
orange,
Chop, chop an orange,
Chop.
Eat an orange, eat an
orange,
Eat, eat an orange,
Eat.
TEACHERS NOTES
Prepare oranges or any
other suitable fruits to
match the jazz chant
Suggested actions:
Shake an orange
[clenched fist in a shaking
motion]
Peel an orange
[action of peeling the skin
of an orange]
Slice an orange
[action of slicing an
orange]
Chop an orange
[action of chopping an
orange]
Eat an orange
[action of eating an
orange]
Recorded song.
Lets move!
Pupils do actions
according to the lyrics
while moving around in
groups.
1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.
Suggested actions:
Here we go round the
mulberry bush
[clap your hands in a
circular motion]
We wash our face
[action of washing face
with both hands]
We brush our teeth
[action of brushing teeth]
We have our bath
[action of having a bath]
We comb our hair
[action of combing hair]
169
ACTIVITY
Lets Jazz!
Pupils do actions
according to the words
while moving around.
CONTENT
Suggested Jazz Chant:
Orange Shake
TEACHERS NOTES
Recorded song.
Prepare oranges or any
other suitable fruits to
match the jazz chant
1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.
Suggested actions:
Shake an orange
[clenched fist in a shaking
motion]
Peel an orange
[action of peeling the skin
of an orange]
Slice an orange
[action of slicing an
orange]
Chop an orange
[action of chopping an
orange]
Eat an orange
[action of eating an
orange]
Recorded song.
Suggested dance steps:
1. Step right, step right,
clap
2. Step left, step left, clap
3. Step forward, step
forward, clap
4. Step back, step back,
clap
170
LEARNING STANDARD:
4.1.2
Able to sing action songs and recite jazz chants with correct pronunciation,
rhythm and intonation.
ACTIVITY
CONTENT
TEACHERS NOTES
Lets Cheer
Pupils sing the action song
with correct pronunciation
and tempo.
Phrase cards
wash our face
Suggestion:
This is the way we brush
our teeth
Brush our teeth [2x]
This is the way we brush
our teeth
So early in the morning
171
Old McDonald...
Hokey Pokey...
ACTIVITY
Lets Chant
Pupils recite jazz chants
with correct pronunciation
and tempo.
1. Teacher recites jazz
chant with correct
pronunciation and
tempo.
2. Pupils listen and recite
with correct
pronunciation.
CONTENT
TEACHERS NOTES
Phrase cards
peel an orange
slice an orange
chop an orange
eat an orange
Lyric Tag
A pupil tags a friend to
continue his or her
recitation of the lyrics or
words of an action song or
jazz chant.
172
ACTIVITY
Echo Wall
Pupils listen and repeat
the lines of the jazz chant
in an echo form.
CONTENT
TEACHERS NOTES
One Malaysia
Tune of: Malaysia Baru
`Boria
Pupils sing the song with
correct pronunciation.
1. Teacher sings the song
line by line and the
pupils follow.
2. Teacher incorporates
actions while singing.
[boria style]
173
LEARNING STANDARD:
4.2.1
Total Recall
Pupils talk about a story
with the help of picture
cues.
CONTENT
Suggested fairy tale:
Cinderella
TEACHERS NOTES
Picture cues.
Appendix 1
Pictures taken from
http://www.coloriez.com
1.
2.
3.
4.
5.
6.
Figurines of characters:
Appendix 2I
Cinderella
Fairy Godmother
Prince
Stepmother
Stepsisters
Mice
Props :
1. a wand
2. a mask
3. a crown
4. a shoe
5. a cane
174
ACTIVITY
CONTENT
TEACHERS NOTES
Bubble Up
May I Know?
Pupils interview a
character from a fairy tale.
Example of personality
traits:
Cinderella
- pretty
- hardworking
- obedient
- kind
Appendix 4
Stepmother
- mean
- cruel
- lazy
- bad
Sample of interview
questions
Appendix 3a
Appendix 3b
175
LEARNING STANDARD:
4.3.1
Paper Dolls
Pupils create costumes for
the characters from the
fairy tale.
CONTENT
TEACHERS NOTES
Suggested materials to be
used for making puppets.
Stepmother
Stepsister
Prince
Cinderella
Mice
Examples:
Appendix 2
My Creation
Pupils create their own
book cover for a fairy tale.
1.Pupils choose a fairy
tale and create the
book cover for it.
My Little Friends
Pupils make puppets of
the characters found in the
fairy tale, jazz chant or
action song.
1. Divide the pupils into
groups.
2. Pupils are given
materials to make the
puppets.
176
ACTIVITY
CONTENT
TEACHERS NOTES
Lets Party
Pupils create an invitation
card to a party.
Appendix 5
2. Pupils
create their own
invitation card.
Pumpkin template.
Appendix 6
Remind pupils to bring
their own props
My Desk Mat
Pupils are required to
create their own desk mat
based on the characters or
props from a fairy tale or
jazz chant or action song.
Sample characters/
objects from a fairy tale:
Cinderella
carriage
pumpkin
glass slippers
prince
1. Pupils choose a
character or prop
from a fairy tale or jazz
chant or action song.
177
LEARNING STANDARD:
4.3.2
Readers Theatre
CONTENT
Sample dialogue for
Readers Theatre
TEACHERS NOTES
Dialogue for Readers
Theatre
Appendix 7
Puppet show
Pupils stage a
performance using the
puppets that they have
created.
1. Pupils are given the
dialogue for the puppet
show.
2. Read through script
with pupils.
3. Pupils are trained for
their presentation.
4. Pupils perform the
puppet show.
178
ACTIVITY
Ode to Cinderella
Pupils perform the jazz
chant given.
CONTENT
TEACHERS NOTES
Pantomime
Pupils perform a
pantomime of an action
song or jazz chant.
1. Pupils are divided into
two groups.
179
Appendix 1
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
Appendix 2
197
198
199
200
201
Appendix 3
202
Appendix 4a
Sample: An Interview with Cinderella
Interviewer: _______________________
Cinderella: ______________________
1.
2.
3.
4.
5.
203
Appendix 4b
______________________________________________________________
204
Appendix 5
Sample:
An Invitation to the Party
Invitation for
205
Appendix 6
206
Appendix 7
207
Appendix 9
THE WARNING
Cindy, Cindy, Cindy, Cindy, Cinderella dear
Wakey, wakey, hurry, hurry
They are near.
Cindy, Cindy, Cindy, Cindy, Cinderella dear
Hurry! Hurry! Or youll hear.
Wheres my tea? Wheres my dress?
Have you polished my boots?
Have you made my bed?
What do you mean, not yet?
Cindy, Cindy, Cindy, Cindy, Cinderella dear
Wakey, wakey, hurry, hurry
They are here.
208
SAMPLE LESSONS
Sample Lesson 1
Focus:
Theme:
Topic:
F.R.I.E.N.D.S Pin-Up
Content
Standard
Learning
Standard
Objective
Time
30/60 minutes
Teaching Aids
guidance:
(f) voice sounds
1.2.2 Able to listen to and follow:
(a) simple instructions in the classroom.
Activity
1. Show pupils a camera.
Listening
Mimic
Notes
Prepare:
- camera or mobile
phone/ toy camera or
model of a camera
Elicit the sound click
Kinaesthetic Activity
Responding to peers
211
Song lyrics
[Appendix 1]
Action: clicking a camera
Kinaesthetic Activity
Visual Spatial
Friendship Pin-Up
[Appendix 2]
(Reserve the new friend
column for Language Arts
Activity)
Suggested instructions:
1. Draw a big circle in the
box.
2. Draw two small circles
as eyes.
3. Draw a triangle as a
nose.
4. Draw a line as a
mouth.
5. Add the hair.
Display the Friendship
Pin-ups.
Observation
Identifying
Friendship Pin-Up
[Appendix 2b]
212
He/She is ________.
He/She is eight years old.
He/She likes
___________. He/She
likes to eat _________.
* Pupils can talk about any
information gathered.
Focus:
Reading
Theme:
Topic:
F.R.I.E.N.D.S Pin-Up
Content
Standard
Learning
Standard
2.2.1 Able to read and apply word recognition and word attack
skills by:
(b) reading and grouping words according to word
families.
2.2.2. Able to read and understand phrases in linear and nonlinear texts.
Objective
Time
Teaching Aids
Activity
1. Teacher invites pupils to
talk about their friends.
2. Read phrases on the
chart and pupils follow.
3. Put up word list: colour.
Pupils read and say
with guidance.
4. Put up word list: food.
Pupils read and say
with guidance.
5. Pupils get into their
respective group from
the first lesson. Distribute
pupils Friendship Pin-Up
and writing paper. Pupils
ask their three friends about
their favourite colours and
food based on the word lists.
Notes
Guided reading
Refer to the
Friendship Pin-Up
Appendix 3a & 3b
Recall
Previous knowledge
Recall
Previous knowledge
Identifying details
Verbal linguistic
Worksheet
[Appendix 6]
213
Repetition and
reinforcement
Select pupils
randomly.
Staple worksheet to
Friendship Pin-Up of
each pupil.
Observation
Appendix 3
Suggested further
information:
hobbies
214
Focus:
Writing
Theme:
Topic:
F.R.I.E.N.D.S Pin-Up
Introduction:
Content
Standard
Learning
Standard
Objective
Time
30/60 minutes
Teaching Aids
(b) posters
Activity
1. Put up My Friend
chart. Ask questions
about My Friend.
2. Distribute Friendship
Pin-Up and written
notes. Pupils transfer
information from written
notes to their
Friendship Pin-Up for
their three friends.
3. Put up a chart.
Read and pupils follow.
4. Distribute worksheet.
Pupils complete.
5. Collect Friendship PinUp.
Teaching and
Learning Strategy
Recall
Question and answer
Observation
Guided reading
Recall
Previous knowledge
215
Notes
My Friend Chart
[Appendix 3]
Suggested questions:
1. What is your friends
name?
2. How old is she?
3. What is her favourite
colour?
4. What is her favourite
food?
Friendship Pin-Up
[Appendix 2]
Chart
[Appendix 7]
Worksheet
[Appendix 8]
Assessment:
1. Pupils transfer
information correctly.
2. Pupils write with correct
spelling and punctuation.
Remedial:
1. Pupils copy phrases
from the word list.
Enrichment:
1. Pupils decorate their
Friendship Pin-Up.
Copying
Write neatly
Visual Spatial
216
Focus:
Language Arts
Theme:
Topic:
F.R.I.E.N.D.S Pin-Up
Introduction:
Content
Standard
4.1 By the end of the 6-year primary schooling, pupils will be able
Learning
Standard
4.1.2 Able to listen to and sing action songs and recite jazz
Objective
By the end of this lesson, pupils will be able to recite a jazz chant
with the correct pronunciation and rhythm.
Time
30/60 minutes
Teaching Aids
Activity
1. Chants jazz chant with
the alien toy.
2. Divide pupils into two
groups: friendsters and
aliens.
3. Put up jazz chant.
Recite the jazz chant.
Pupils follow in their
respective groups.
4. Pair a friendster with an
alien. Randomly select
a few pairs to chant.
Reading aloud
Notes
Modulate voice to
show two different
characters
My New Friend
[Appendix 9]
Say aloud
6. Distribute Friendship
Pin-Up. Pupils
Verbal Linguistic
217
Friendship Pin-Up
[Appendix 2]
complete it with
information of their new
friend.
7. Display the Friendship
Pin-Up.
218
Appendix 1
219
Appendix 2a
Friend 2
Friend 1
ME
220
Appendix 2b
ME
_________________________
______________
221
Appendix 3a
My Friend
222
Appendix 3b
223
Appendix 4
224
Appendix 5
Word List
: Food
225
Friend 1
Name : ______________
Name
Age
Favourite
food
Favourite
colour
Friend 2
226
Friend 3
Appendix 6
Class : _______
Friend 4
Appendix 7
227
Appendix 8
228
Appendix 9
My new friend
229
Sample Lesson 2
Focus :
Theme :
World of Stories
Topic :
Content Standard :
Learning Standards :
Objectives :
Time :
60 minutes
Teaching Aids :
Activity
1. Show pupils an ant in a
container and a picture
of a dove.
2. Ask questions.
Notes
A container with an ant
and a picture of a dove.
Sample questions :
1. What is this?
2. Is it big or small?
3. Where can you find it?
4. What is the colour?
5. Can it bite?
6. How do you feel if it
bites you?
3. Tell the story :
The Ant and The
Dove
Story-telling
Picture cards/PowerPoint
Presentation : The Ant and
The Dove
(Appendix 1)
231
Sample questions :
Brainstorming
5.
6.
7.
Reinforcement
and play
through
Appendix 3
232
Focus :
Reading
Theme :
World of Stories
Topic :
Content Standard :
Learning Standards :
Objectives :
Time :
60 minutes
Teaching Aids :
2. Ask questions.
Notes
Cover of The Ant and the
Dove using picture cards
/ power point.
Sample questions :
1. What is the name of the
story?
2. What happened to the
ant?
3. Who helped the ant?
4. What happened to the
dove ?
233
Reinforcement
oa
ow
rr
oe
ow
ww
9. Distribute a worksheet
with some sentences
from the story.
Appendix 4
234
oa
pronunciation
while
focussing on the phoneme
/u/.
Enrichment :
Pupils use picture cards Practice
given and take turns to tell
the story in a group.
Appendix 2
235
Focus :
Writing
Theme :
World of Stories
Topic :
Content Standard :
Learning Standards :
Objectives :
Time :
60 minutes
Teaching Aids :
Activity
1. Put up a song chart.
2. Show the story to pupils
and call out pupils
randomly to read.
match
Sample questions:
T : What did the leaf
look like?
P : The leak looked like
a boat.
T : What was the
hunters name?
P : The hunters name
was Joe.
T : What did Joe have
in his hand?
P : Joe had a bow and
an arrow in his
hand.
T : What did the ant shout?
P : The ant shouted,
No! No ! No!
236
4. Distribute worksheets to
pupils.
Practice
Appendix 6
Appendix 7
Enrichment :
Pupils construct sentences
based on the words given. Application
Appendix 8
237
Focus :
Language Arts
Theme :
World of Stories
Topic :
Content Standard :
4.1 By the end of the 6-year primary schooling, pupils will be able
to enjoy and appreciate rhymes, poems and songs through
performance.
4.3 By the end of the 6-year primary schooling, pupils will be able
to plan, organise and produce creative works for enjoyment.
Learning Standards :
4.1.2 Able to recite jazz chants and sing action songs with
correct pronunciation, rhythm and intonation.
4.3.1 Able to produce simple creative works with guidance based
on
c) stories
4.3.2 Able to take part with guidance in a performance based on
a) action songs
Objectives :
Time :
60 minutes
Teaching Aids :
Activity
Notes
Appendix 5
(Appendix 9 )
Group 1 : ant
Group 2 : dove
238
Group 3 : hunter
5. Pupils draw out the mask
individually on a manila
card, colour and cut it out.
Creative works.
Performance
Assessment :
1. Observe pupils hands on
activity.
Observation
239
Appendix 1
240
241
242
243
244
245
246
247
248
249
250
Appendix 2
251
252
253
254
255
256
257
Appendix 3
____
__________
258
Appendix 4
1.
2.
4.
259
Appendix 5
260
Appendix 6
.
A
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
261
Appendix 7
262
Appendix 8
1.
2.
_________________________
___
_________________________
___
3.
4.
_______________________
_________________________
___
5.
_________________________
___
263
Appendix 9
264
265
266
Sample Lesson 3
Focus
Theme
World of Knowledge
Topic
My Beautiful Body
Content
Standard
Learning Standard
1.1.3
1.2.2
Objective
Time
Teaching Aids
Activity
1. Blindfold a pupil. Ask
the other pupils to
create sounds using
their body parts.
Notes
Teacher can show the
other pupils the sounds
that they can create by
doing the actions.
eg. whistling , snapping
the fingers
Sounds of clapping of
hands , stamping of feet
and others.
Listening
Repetition
Vocabulary
267
Sentence Patterns
Q : What is this?
A : This is a nose.
Reading aloud
Word cards
eyes, nose, mouth, ears,
hands and legs
Following instructions
Instructions :
a) Point to the nose.
b) Clap your hands.
c) Close your eyes.
d) Open your mouth.
e) Lift your leg.
Observation
Activity 4
Observation
Activity 5
Observation
Activity 8
Assessment :
a) Pupils name the body
parts shown by teacher.
b) Pupils ask and answer
questions related to
body parts.
c) Pupils do the action
during the game Simon
says
Remedial :
a) Peer teaching - Pupils
take turns to name the
body parts shown by
their partner.
Enrichment :
a) Pupils draw and label
the parts of a body.
Recalling
Labelling
2687
Focus:
Reading
Theme:
World of Knowledge
Topic:
My Beautiful Body
Content
Standard
Learning Standard
Objective
Time
60 minutes
Teaching Aids
Activity
1. Pupils sing the song
Ten Little Fingers.
Recalling
Vocabulary
Phonics
Pronunciation
Word List :
round, mouth, loud, scout,
blouse
Reading
Practice
Notes
Teacher can play the song
on tape if the pupils cant
recall the rhythm.
(Appendix 1)
//.
269
5. Stick jumbled up
grapheme cards
on the board. Call pupils
randomly to form words
using the cards while
teacher says the
phoneme.
Blending sounds
Practice
Reinforcement
Chanting
Kinaesthetic activity
Practice
Reading phrases
Phrases ;
round eyes
big mouth
sharp nose
ou
Assessment:
a) Pupils read sentences
from the sentence
cards.
b) Pupils complete the
task in their worksheet.
Grapheme cards:
eg.
Jazz Chant :
What I Have
(Appendix 2)
Observation
Written assessment
Remedial:
a) Reinforce words with
the phoneme //.
Enrichment:
a) Pupils solve a
crossword puzzle.
Word List:
round , mouth , loud ,
scout , blouse
Duplicate crossword
puzzle accordingly.
(Appendix 5)
270
Focus
Writing
Theme
World of Knowledge
Topic
My Beautiful Body
Content
Standard
Learning Standard
Objective
Time
Teaching Aids
Activity
1. Divide the pupils into six
groups. Distribute
jigsaw puzzle of a body
part to each group.
Notes
Teacher has to enlarge 6
different pictures of body
parts and cut them into
jigsaw puzzles.
3. Distribute worksheet to
the pupils. Read aloud
the phrases. (as found
in Appendix 2)
Listening
Writing
Drawing
Writing
271
Chanting
Kinaesthetic activity
Jazz Chant :
What I Have
(Appendix 2)
Writing
Chanting
Kinaesthetic activity
Assessment:
a) Pupils write sentences
using the words given.
Written
Remedial:
a) Pupils rearrange
jumbled up words to
form sentences.
Enrichment:
a) Pupils complete a
worksheet grouping
the actions to the
correct body parts
Teacher prepares a
worksheet with jumbled
words.
Writing
Grouping
Writing
272
Focus:
Language Arts
Theme:
World of Knowledge
Topic:
My Beautiful Body
Content
Standard
Learning Standard
Objective
Time
60 minutes
Teaching Aids
charts
Activity
1. Mime a few actions and
ask pupils to name the
actions.
2. Put up a chart with the
song If You Are Happy.
Pupils read the lines of
the song in groups/
individually.
3. Divide pupils into six
groups. Pupils work in
groups and create four
more stanzas for the
song.
Reading
Singing
Notes
Actions :
Touching the knees
Jumping up
Song : If You Are Happy
And You Know It
(Appendix 9)
Appendix 9
Performance
273
Appendix 1
SONG
274
Appendix 2
JAZZ CHANT
275
Appendix 3
WORKSHEET
Fill in the blanks
276
Appendix 4
READING ASSESSMENT
277
Appendix 5
.
Complete the crossword puzzle below.
278
Appendix 6
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
279
Appendix 7
ASSESSMENT
280
281
Appendix 8
ENRICHMENT ACTIVITY
282
283
Appendix 9
SONG
IF YOU ARE HAPPY AND YOU KNOW
284
Sample Lesson 4
Focus
Theme
Topic
Content Standard
Learning Standard
Objective
By the end of the lesson, pupils will be able to listen and follow
simple directions to places in the school.
Time
30 / 60 minutes
Teaching Aids
Activity
1. Put up numbered
picture cards on the
board. Pupils throw a
dice and name the
pictures according to
the number.
Notes
Picture cards of places in
the school.
e.g. canteen, office , etc.
Assessment
Observe pupils ability to
listen and follow simple
directions.
Remedial
Repeat the chant with
pupils. Guide them to follow
directions.
Enrichment
Pupils are divided into two
groups.
Group 1 : ask questions
Group 2 : answer
Observation
Reinforcement
Team work
285
Jazz chant
Focus
Reading
Theme
Topic
Content Standard
Learning Standard
Objective
Time
30 / 60 minutes
Teaching Aids
Activity
1.
2.
3.
Notes
Chart
( Appendix 2)
Practice
.
4.
Practice
Word cards
high
right
right
286
thigh
night
bright
set A
set B
th
t
igh
l
h
t
t
Assessment
Pupils articulate the sound
[igh] in single
syllable words.
Recalling
br
Appendix 2
Observation
Remedial
Guide pupils with chant.
Reinforcement
Appendix 2
Enrichment
1. Use the word spinner.
2. Pupils take turn to spin.
3. Pupils blend the onset and
rime letters to form correct
words.
4. Pupils read the words.
Recalling
287
Appendix 3
Focus
Writing
Theme
Topic
Content Standard
3.1 Pupils will be able to form letters and words in neat legible
print including cursive writing.
.
Learning Standard
Objective
Time
30 / 60 minutes
Teaching Aids
Activity
Notes
Recalling
Drilling
symbol cards
Phrase cards:
turn right, turn left, go straight
2. Pupils match the
words to pictures in
the worksheet given.
Drilling
Appendix 4
Worksheet 1
Drilling
Appendix 5
Worksheet 2
Assessment:
Pupils complete the
worksheet.
Appendix 6
worksheet 3
practice
Appendix 7
worksheet 4
288
Remedial:
Pupils complete the
worksheets.
Appendix 8
worksheet 5
drilling
Enrichment:
Pupils study the map to
complete the task
consolidation
289
Appendix 9
worksheet 6
Focus
Language Arts
Theme
Topic
Content Standard
Learning Standard
4.1.2 Able to listen to and sing action songs and recite jazz
chants with correct pronunciation, rhythm and intonation.
Objectives
Time
30 - 60 minutes
Teaching Aids
chart
Activity
Reciting
Assessment
Observe pupils
performance.
Notes
Appendix 1
Observation
290
Choose a winner.
Appendix 1
JAZZ CHANT
291
Appendix 2
292
Appendix 3
293
Appendix 4
Worksheet 1
1.
2.
3.
4.
5.
6.
294
Appendix 5
Worksheet 2
Choose and write.
1.
______
2.
3.
_________
4.
_______
5.
______
6.
_________
295
_______
Appendix 6
Worksheet 3
Rearrange the letters
1.
3.
_________
________
______
_______ _ _
5.
296
Appendix 7
Worksheet 4
1.
___________
_____________________
___________
_____________________
___________
_____________________
2.
3.
297
Appendix 8
Worksheet 5
298
Appendix 9
Worksheet 6
299
CHECKLIST
Act.
1
Act.
2
Act.
3
Act.
1
Act.
2
Act.
3
1.1.1 ( b )
instrumental
sounds
Act.
1
Act. Act.
2
3
Act.
1
303
Act.
3
LEARNING STANDARDS
1.1.1 ( c )
1.1.1 ( d )
1.1.1 ( e )
body
rhythm and
alliteration
percussion
rhyme
Note : Teacher can modify the form based on the number of activities to be evaluated.
NAMES
OF
NO PUPILS
1.1.1 ( a)
environmental
sounds
1.1.1 ( f )
voice sounds
1.1.1 ( g )
Oral blending
and
segmenting
Act. Act. Act.
1
2
3
CHECKLIST
1.1.4
Name of Pupil
No.
Activity
304
Activity
Activity
CHECKLIST
Activity
No.
Name
305
Remarks
CHECKLIST
No.
Name
306
CHECKLIST
Remarks
No.
Name
307
Remarks
CHECKLIST
No.
Name
2.1.3
2.2.1 ( a )
2.2.1 ( b )
2.2.4
308
CHECKLIST
Remarks
NO NAMES OF PUPILS
3.1.1
(a)
309
3.1.1
(b)
3.1.1
(c)
3.1.2
(a)
3.1.2
(b)
LEARNING STANDARDS
3.2.1
(a)
3.2.1
(b)
CHECKLIST
3.2.2
NO NAMES OF PUPILS
3.2.3
(a)
3.2.3
(b)
3.2.3
(c)
310
3.2.4
(a)
3.3.1
(b)
CHECKLIST
3.3.1
(a)
NO
NAMES OF PUPILS
4.1.1
4.1.2
4.2.1
(a)
4.2.1
(b)
311
4.2.1
(c)
4.3.1
(a)
4.3.1
(b)
4.3.1
(c)
4.3.2
(a)
LEARNING STANDARDS
4.3.2
(b)
4.3.2
(c)
CHECKLIST
313
ACKNOWLEDGEMENTS
Advisor :
Contributors:
317